Chinese English Learners’ Recognition of Foreign-Accented Words: Roles of Sentence Context, Accent Strength, and Second Language Listening Proficiency.
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| Title: | Chinese English Learners’ Recognition of Foreign-Accented Words: Roles of Sentence Context, Accent Strength, and Second Language Listening Proficiency. |
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| 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] |
| Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 185140634 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Chinese English Learners’ Recognition of Foreign-Accented Words: Roles of Sentence Context, Accent Strength, and Second Language Listening Proficiency. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jingna+Li%22">Jingna Li</searchLink><relatesTo>1</relatesTo><i> lijingna@ouc.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Kailun+Zhao%22">Kailun Zhao</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. May2025, Vol. 68 Issue 5, p2517-2535. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Dialects%22">Dialects</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Listening%22">Listening</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+perception%22">Speech perception</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Psychology%29%22">Recognition (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1044/2025_JSLHR-23-00564 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 2517 Subjects: – SubjectFull: Dialects Type: general – SubjectFull: Data analysis Type: general – SubjectFull: Phonological awareness Type: general – SubjectFull: Listening Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Speech perception Type: general – SubjectFull: Recognition (Psychology) Type: general – SubjectFull: Research funding Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Analysis of variance Type: general – SubjectFull: Statistics Type: general – SubjectFull: China Type: general Titles: – TitleFull: Chinese English Learners’ Recognition of Foreign-Accented Words: Roles of Sentence Context, Accent Strength, and Second Language Listening Proficiency. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jingna Li – PersonEntity: Name: NameFull: Kailun Zhao IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10924388 Numbering: – Type: volume Value: 68 – Type: issue Value: 5 Titles: – TitleFull: Journal of Speech, Language & Hearing Research Type: main |
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