國立虎尾科技大學 |

Know Thyself? Self- vs. Other-Assessment of Second Language Pronunciation.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Know Thyself? Self- vs. Other-Assessment of Second Language Pronunciation./
Author:	Li, Mushi.
Description:	1 online resource (148 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
Contained By:	Dissertation Abstracts International79-08A(E).
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9780355757552

Know Thyself? Self- vs. Other-Assessment of Second Language Pronunciation.
Li, Mushi.

Know Thyself? Self- vs. Other-Assessment of Second Language Pronunciation. - 1 online resource (148 pages)

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.

Thesis (Ed.D.)--Boston University, 2018.

Includes bibliographical references

This dissertation investigates how L2 speakers' assessment of their own pronunciation compares to the assessment of these speakers' pronunciation by different types of listeners.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355757552Subjects--Topical Terms:

1148422
English as a second language.
Index Terms--Genre/Form:

554714
Electronic books.

Know Thyself? Self- vs. Other-Assessment of Second Language Pronunciation.
LDR:03781ntm a2200385Ki 4500 001 918057
005 20181022132814.5
006 m o u
007 cr mn||||a|a||
008 190606s2018 xx obm 000 0 eng d
020 $a 9780355757552
035 $a (MiAaPQ)AAI10689352
035 $a (MiAaPQ)bu:13512
035 $a AAI10689352
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Li, Mushi. $3 1192284
245 1 0 $a Know Thyself? Self- vs. Other-Assessment of Second Language Pronunciation.
264 0 $c 2018
300 $a 1 online resource (148 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: A.
500 $a Adviser: Marnie Reed.
502 $a Thesis (Ed.D.)--Boston University, 2018.
504 $a Includes bibliographical references
520 $a This dissertation investigates how L2 speakers' assessment of their own pronunciation compares to the assessment of these speakers' pronunciation by different types of listeners.
520 $a Study 1 investigated the associations between L2 speakers' pronunciation self-assessment and the assessment by L1 listeners. Eighty-two L2 English speakers performed a picture narrative task and rated their own speech. These speech samples were also rated by eight inexperienced L1 English listeners. Pearson correlation and paired t-test analyses revealed that the speakers' self-assessment was significantly different from L1 English listeners' assessment, and that poor performers overestimated their performance while top performers underestimated it.
520 $a Study 2 investigated the associations between L2 speakers' pronunciation self-assessment and the assessment by L1 listeners, L2 listeners who shared an L1 with the speakers, and L2 listeners who did not share an L1 with the speakers. Forty-one L1 Mandarin speakers performed a picture narrative task in English and rated their own pronunciation. These speech samples were also rated by L1 English listeners, L1 Mandarin listeners, and L1 mixed listeners. Pearson correlation and paired t-test analyses revealed that the alignment between self- and other-assessment varied according to the L1 background of the listeners and the construct under evaluation.
520 $a Study 3 investigated if L2 listeners had an advantage over L1 listeners at comprehending L2 speech, and if the L1 background and proficiency level of the L2 speakers and listeners affected this potential advantage. Forty-one Mandarin-accented English speech samples from a picture narrative task were rated for comprehensibility by three groups of listeners---L1 English listeners, L1 Mandarin listeners, and L1 mixed listeners. Paired t-test analyses revealed that L1 Mandarin listeners perceived the Mandarin-accented speech to be more comprehensible than the L1 English listeners did, and this benefit was observed with three different proficiency combinations when proficiency was taken into consideration. Although overall the L1 mixed listeners did not perceive the Mandarin-accented speech to be more comprehensible than the L1 English listeners did, when proficiency was taken into consideration, the picture was more complex---while a comprehensibility benefit was observed with one specific proficiency combination, a comprehensibility detriment was observed with a different proficiency pairing.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Language. $3 571568
650 4 $a Linguistics. $3 557829
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0679
690 $a 0290
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Boston University. $b Education. $3 1179559
773 0 $t Dissertation Abstracts International $g 79-08A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10689352 $z click for full text (PQDT)