Evaluation of English speaking proficiency under fixed speech rate: Focusing on utterances produced by Korean child learners of English
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This study attempted to test the hypothesis that Korean evaluators can score L2 speech appropriately, even when speech rate features are unavailable. Two perception experiments―preliminary and main―were conducted sequentially. The purpose of the preliminary experiment was to categorize English-as-a-foreign-language (EFL) speakers into two groups―advanced learners and lower-level learners―based on the proficiency scores given by five human raters. In the main experiment, a set of stimuli was prepared such that the speech rate of all data tokens was modified to have a uniform speech rate. Ten human evaluators were asked to score the stimulus tokens on a 5-point scale. These scores were statistically analyzed to determine whether there was a significant difference in utterance production between the two groups. The results of the preliminary experiment confirm that higher-proficiency learners speak faster than lower-proficiency learners. The results of the main experiment indicate that under controlled speech-rate conditions, human raters can appropriately assess learner proficiency, probably thanks to the linguistic features that the raters considered during the evaluation process.
Abstract
This study attempted to test the hypothesis that Korean evaluators can score L2 speech appropriately, even when speech rate features are unavailable. Two perception experiments―preliminary and main―were conducted sequentially. The purpose of the preliminary experiment was to categorize English-as-a-foreign-language (EFL) speakers into two groups―advanced learners and lower-level learners―based on the proficiency scores given by five human raters. In the main experiment, a set of stimuli was prepared such that the speech rate of all data tokens was modified to have a uniform speech rate. Ten human evaluators were asked to score the stimulus tokens on a 5-point scale. These scores were statistically analyzed to determine whether there was a significant difference in utterance production between the two groups. The results of the preliminary experiment confirm that higher-proficiency learners speak faster than lower-proficiency learners. The results of the main experiment indicate that under controlled speech-rate conditions, human raters can appropriately assess learner proficiency, probably thanks to the linguistic features that the raters considered during the evaluation process.
참고문헌 (30)
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