Pragmatic Listening Comprehension of English Intonation: Variation across Item Type and L2 Proficiency
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초록
The present study investigates the degree to which EFL learners are able to accuratelycomprehend pragmatic messages encoded in English intonation. The results of thispaper stem from a pilot study that implemented a listening task on pragmatic Englishintonation to a group of Korean EFL middle school students. First, the accuracy ofcomprehending the task items was compared across item types. The results showedthat the students scored significantly lower for the sentence items than the dialogueitems. Also, the students were less accurate in interpreting intonational meaning thatcontradicted linguistic content. The second research question analyzed the itemdifficulty and the distribution of student responses on the distractor options. Thefindings indicate that intonation involving heightened displays of attitude wascomprehended more accurately, whereas less typical and disaffiliative uses ofintonation resulted in more errors. Lastly, the third research question examined therelationship between L2 proficiency as operationalized by the students’ midterm,listening test scores, and proficiency levels determined through self and teacherevaluations. Although the combination of all three proficiency measures explained atotal variance of 52% of the students’ accuracy scores, the only significant predictorof pragmatic intonational comprehension was the self and teacher evaluations.
Abstract
The present study investigates the degree to which EFL learners are able to accuratelycomprehend pragmatic messages encoded in English intonation. The results of thispaper stem from a pilot study that implemented a listening task on pragmatic Englishintonation to a group of Korean EFL middle school students. First, the accuracy ofcomprehending the task items was compared across item types. The results showedthat the students scored significantly lower for the sentence items than the dialogueitems. Also, the students were less accurate in interpreting intonational meaning thatcontradicted linguistic content. The second research question analyzed the itemdifficulty and the distribution of student responses on the distractor options. Thefindings indicate that intonation involving heightened displays of attitude wascomprehended more accurately, whereas less typical and disaffiliative uses ofintonation resulted in more errors. Lastly, the third research question examined therelationship between L2 proficiency as operationalized by the students’ midterm,listening test scores, and proficiency levels determined through self and teacherevaluations. Although the combination of all three proficiency measures explained atotal variance of 52% of the students’ accuracy scores, the only significant predictorof pragmatic intonational comprehension was the self and teacher evaluations.
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