Chinese English Learners’ Recognition of Foreign-Accented Words: Roles of Sentence Context, Accent Strength, and Second Language Listening Proficiency.

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Bibliographic Details
Title:	Chinese English Learners’ Recognition of Foreign-Accented Words: Roles of Sentence Context, Accent Strength, and Second Language Listening Proficiency.
Authors:	Jingna Li¹ lijingna@ouc.edu.cn, Kailun Zhao¹
Source:	Journal of Speech, Language & Hearing Research. May2025, Vol. 68 Issue 5, p2517-2535. 19p.
Subject Terms:	Dialects, Data analysis, Phonological awareness, Listening, English as a foreign language, Speech perception, Recognition (Psychology), Research funding, Descriptive statistics, Analysis of variance, Statistics
Geographic Terms:	China
Abstract:	Purpose: This study aimed to examine the effects of sentence context, accent strength, and second language (L2) listening proficiency on word recognition accuracy and transcription time among Chinese learners of English for Pakistani-accented English. Method: Speech stimuli included 48 isolated words and 48 highly constraining sentences, each ending with one of the same words. Half of the words and sentences were articulated with a moderate Pakistani accent, while the other half featured a strong accent. Seventy-two participants were assigned to two groups according to their L2 listening proficiency: high and low levels. They completed a word transcription task, first with isolated words and then with sentences, with a 3-day interval between the two tasks. Results: Sentence context significantly influenced word recognition accuracy and transcription time. Participants benefited from sentence context when processing moderately and strongly accented words, although they required more transcription time in the sentence-context condition than in the word-inisolation condition. The moderate accent yielded significantly higher accuracy and shorter transcription time than the strong accent. L2 listening proficiency significantly influenced word recognition, with high-proficiency participants achieving higher accuracy. However, proficiency did not significantly affect transcription time, although high-proficiency participants performed slightly better than low-proficiency counterparts. Significant two-way interactions among the variables underscored the interplay of factors affecting accented word recognition. Conclusion: Language instructors should integrate diverse contextual cues and consider accent strength in listening materials to improve learners’ comprehension skills. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Purpose: This study aimed to examine the effects of sentence context, accent strength, and second language (L2) listening proficiency on word recognition accuracy and transcription time among Chinese learners of English for Pakistani-accented English. Method: Speech stimuli included 48 isolated words and 48 highly constraining sentences, each ending with one of the same words. Half of the words and sentences were articulated with a moderate Pakistani accent, while the other half featured a strong accent. Seventy-two participants were assigned to two groups according to their L2 listening proficiency: high and low levels. They completed a word transcription task, first with isolated words and then with sentences, with a 3-day interval between the two tasks. Results: Sentence context significantly influenced word recognition accuracy and transcription time. Participants benefited from sentence context when processing moderately and strongly accented words, although they required more transcription time in the sentence-context condition than in the word-inisolation condition. The moderate accent yielded significantly higher accuracy and shorter transcription time than the strong accent. L2 listening proficiency significantly influenced word recognition, with high-proficiency participants achieving higher accuracy. However, proficiency did not significantly affect transcription time, although high-proficiency participants performed slightly better than low-proficiency counterparts. Significant two-way interactions among the variables underscored the interplay of factors affecting accented word recognition. Conclusion: Language instructors should integrate diverse contextual cues and consider accent strength in listening materials to improve learners’ comprehension skills. [ABSTRACT FROM AUTHOR]
ISSN:	10924388
DOI:	10.1044/2025_JSLHR-23-00564