An experimental study on the foreign accent of Chinese EFL learners: The role of language factors
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Language factors have been documented as being related to the perception of accentedness. To investigate the language factors contributing to the perceived foreign accent of Chinese EFL learners, one production experiment and one perception experiment were conducted. A total of 360 stimuli were produced by four native English speakers and 20 Chinese EFL speakers in the production experiment and rated for degree of accent in the perception experiment by 24 Chinese EFL learners. The results revealed that a stronger foreign accent was detected in yes-no questions and Wh-questions than in declaratives, declarative questions, and coordinations. Chinese EFL learners showed significant differences from native English speakers in three phonological factors: a slower speaking rate, a wider pitch range, and weaker intensity. Multiple regression analysis of four phonological variables on foreign accent scores revealed that mean pitch and pitch range were positively correlated with foreign accent scores, while mean intensity was negatively correlated with foreign accent scores. Speaking rate, however, showed no significant correlation. These findings suggest that Chinese EFL learners can reduce the magnitude of their foreign accent by increasing their speaking rate, narrowing their pitch range, lowering their mean pitch, and increasing their mean intensity. These results are intended to inform pronunciation teaching and learning by directing teachers’ and students’ attention to the language factors affecting foreign accents and the pedagogical implications.
Abstract
Language factors have been documented as being related to the perception of accentedness. To investigate the language factors contributing to the perceived foreign accent of Chinese EFL learners, one production experiment and one perception experiment were conducted. A total of 360 stimuli were produced by four native English speakers and 20 Chinese EFL speakers in the production experiment and rated for degree of accent in the perception experiment by 24 Chinese EFL learners. The results revealed that a stronger foreign accent was detected in yes-no questions and Wh-questions than in declaratives, declarative questions, and coordinations. Chinese EFL learners showed significant differences from native English speakers in three phonological factors: a slower speaking rate, a wider pitch range, and weaker intensity. Multiple regression analysis of four phonological variables on foreign accent scores revealed that mean pitch and pitch range were positively correlated with foreign accent scores, while mean intensity was negatively correlated with foreign accent scores. Speaking rate, however, showed no significant correlation. These findings suggest that Chinese EFL learners can reduce the magnitude of their foreign accent by increasing their speaking rate, narrowing their pitch range, lowering their mean pitch, and increasing their mean intensity. These results are intended to inform pronunciation teaching and learning by directing teachers’ and students’ attention to the language factors affecting foreign accents and the pedagogical implications.
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