Effects of Listeners’ Communicative Experiences in Thai English on the Intelligibility of Thai English
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Intelligibility of second language (L2) English has become an important goal in English pronunciation teaching. However, intelligibility research primarily focused on L2 English users and L2 production features; only a handful of studies have examined other effects on the intelligibility of L2 English. In line with the three-part model of intelligibility (Munro, 2008), this study focuses on listener factors by examining how listener experience with Thai English affects the actual understanding of Thai English utterances. Study participants were 40 students at a U. S. university. Data were collected through a questionnaire and a 38-item intelligibility test. While controlling for participants’ English proficiency, Analysis of Covariance confirmed that participants with experience in Thai English outperformed those with no experience in Thai English, as measured by the Thai English intelligibility task. The findings suggest that listeners’ communicative experiences in an L2 English variety improves the intelligibility of that English variety regardless of the listeners’ first languages. Implications for research and pronunciation pedagogy are discussed.
Abstract
Intelligibility of second language (L2) English has become an important goal in English pronunciation teaching. However, intelligibility research primarily focused on L2 English users and L2 production features; only a handful of studies have examined other effects on the intelligibility of L2 English. In line with the three-part model of intelligibility (Munro, 2008), this study focuses on listener factors by examining how listener experience with Thai English affects the actual understanding of Thai English utterances. Study participants were 40 students at a U. S. university. Data were collected through a questionnaire and a 38-item intelligibility test. While controlling for participants’ English proficiency, Analysis of Covariance confirmed that participants with experience in Thai English outperformed those with no experience in Thai English, as measured by the Thai English intelligibility task. The findings suggest that listeners’ communicative experiences in an L2 English variety improves the intelligibility of that English variety regardless of the listeners’ first languages. Implications for research and pronunciation pedagogy are discussed.
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