Native and nonnative evaluators’ assessments of two proficiency levels of English suprasegmentals
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This study investigates native and advanced-level nonnative evaluators’ assessments of second language (L2) speech from Korean speakers at two English proficiency levels, focusing on suprasegmental features such as intonation, rhythm and word stress, as well as on overall proficiency. The results show that the ratings done by native evaluators are significantly lower than those done by nonnative evaluators. However, discrepancies in the assessments of the two groups of evaluators are not consistent across the two groups of assessed speakers. That is, the differences between the assessments of the two groups of evaluators are statistically significant only for the speech samples from the higher proficiency group. Although advanced-level nonnative evaluators were able to recognize completely inappropriate pitch patterns in L2 speech, slightly inappropriate pitch patterns were not salient to them. Furthermore, for the higher proficiency group, the significant differences between the assessments of the two groups of evaluators appeared in intonation and overall proficiency. Considering that suprasegmental features are more salient than individual segments in the distinction of foreign accents, and that instruction in suprasegmental factors could result in significant improvements in L2 speech proficiency, more attention should be paid to suprasegmental features in pedagogical settings even for L2 speakers at high proficiency levels. At the conclusion of the study, suggestions are presented for future research that could address the comparison of L2 suprasegmental assessments of evaluators from various language backgrounds, as well as the relationship between instruction-driven development of L2 perception and production.
Abstract
This study investigates native and advanced-level nonnative evaluators’ assessments of second language (L2) speech from Korean speakers at two English proficiency levels, focusing on suprasegmental features such as intonation, rhythm and word stress, as well as on overall proficiency. The results show that the ratings done by native evaluators are significantly lower than those done by nonnative evaluators. However, discrepancies in the assessments of the two groups of evaluators are not consistent across the two groups of assessed speakers. That is, the differences between the assessments of the two groups of evaluators are statistically significant only for the speech samples from the higher proficiency group. Although advanced-level nonnative evaluators were able to recognize completely inappropriate pitch patterns in L2 speech, slightly inappropriate pitch patterns were not salient to them. Furthermore, for the higher proficiency group, the significant differences between the assessments of the two groups of evaluators appeared in intonation and overall proficiency. Considering that suprasegmental features are more salient than individual segments in the distinction of foreign accents, and that instruction in suprasegmental factors could result in significant improvements in L2 speech proficiency, more attention should be paid to suprasegmental features in pedagogical settings even for L2 speakers at high proficiency levels. At the conclusion of the study, suggestions are presented for future research that could address the comparison of L2 suprasegmental assessments of evaluators from various language backgrounds, as well as the relationship between instruction-driven development of L2 perception and production.
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