Identification of Accented Speech and Intelligibility
Transcript of Identification of Accented Speech and Intelligibility
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ACCENTEDNESS AND INTELLIGIBILITYEMMA HUTCHINSON REGINA IP MAUVAN KHORSHIDIAN KRISTIN SANVIDO
LING 290: Group 4 Presentation
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What are the differences between accentedness and
intelligibility?
Question for You
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Definitions
ACCENTEDNESSHow different a pattern of speech sounds compared to the local variety
INTELLIGIBILITYThe degree of a listener’s actual comprehension of an utterance
COMPREHENSIBILITY The listener’s perception of how easy or difficult it is to understand a given speech sample
(Derwing & Munro, 2009)
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Can people distinguish English words pronounced in different
accents? Why or why not?
Study Question
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• Must be 17+ years old
• Have spoken the native language for 10+ years
• Native English participants must be monolingual
Participants’ Requirements
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Methodology
1 monolingual English
2 native Mandarin
2 native Gujarati
2 monolingual English
2 native Mandarin
2 native Gujarati
SPEAKERS LISTENERS
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Speakers’ Tasks
Every two sentences contain one minimal pair
Pronounce the sentences on the paper in a clear voice
Example:
The vine is red.
The wine is red.
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Listeners’ Tasks
English
Gujarati Mandarin
Gujarati
Gujarati Native English
Mandarin
Mandarin Native English
Listen to the recordings and circle the word that they heard
Example:
The vine/wine is red.
The vine/wine is red.
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Reasons for Choosing these Sounds
[s] and [θ]
Mandarin Ss commonly replace /θ/ with a dentalized /s/ - [s̪ ] (Armstrong,
2016)
[v] and [w]
[v] and [w] can be used interchangeably in Gujarati – [ʋ]
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Minimal pairs
sink think
sums thumbs
sigh thigh
saw thaw
sought thought
symbol thimble
vest west
vine wine
viper wiper
visor wiser
veil whale
veal wheel
MANDARIN [s] and [θ] GUJARATI [v] and [w]
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Materials
Consent forms
Worksheets prepared by us
Recorder (iPhone)
Headphones
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1. Mandarin and Gujarati listeners (L’s) are unable to discriminate their own accented English speech.
2. Mandarin and Gujarati L’s are able to discriminate native English speech.
3. Monolingual English L’s are able to discriminate the accented speech (both Mandarin and Gujarati).
Hypothesis
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1. Mandarin L’s to Mandarin-accented English (M-M)
2. Gujarati L’s to Gujarati-accented English (G-G)
3. Mandarin and Gujarati L’s to native English (MG-E)
4. Native English L’s to Gujarati-accented English (E-G)
5. Native English L’s to Mandarin-accented English (E-M)
Categories of Results
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Results (M-M)
100%
50%
PARTICIPANT 1 PARTICIPANT 2
MANDARIN L'S → MANDARIN ACCENTED ENGLISH
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Results (M-M)
Neither prove or disprove the hypothesis
Unable to obtain any results, due to the inconsistency
HYPOTHESIS 1a
Mandarin listeners are unable to discriminate
their own accented English speech.
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Extra Findings (M-M)
He saw a thimble.
He saw a symbol.
Thumbs up.
Sums up.
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Results (G-G)
100% 100%
PARTICIPANT 1 PARTICIPANT 2
GUJARATI L'S → GUJARATI ACCENTED ENGLISH
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Results (G-G)
Disprove our hypothesis
Gujarati speakers have enough exposure to Gujarati accented English
Proves greater exposure leads to increased intelligibility (Derwing & Munro,
2009)
HYPOTHESIS 1b
Gujarati listeners are unable to discriminate their
own accented English speech.
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Results (MG-E)
100% 100%
92%
100%
MANDARIN L'S GUJARATI L'S
MANDARIN & GUJARATI L'S → NATIVE ENGLISH
Participant 1 Participant 2
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Results (MG-E)
Proves the hypothesis
Enough exposure to native English increases their intelligibility
HYPOTHESIS 2
Mandarin and Gujarati listeners are able to
discriminate native English speech.
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Results (MG-E)
42%
100%
100%
100%
PARTICIPANT 1 PARTICIPANT 2
ENGLISH L'S → MANDARIN & GUJARATI ACCENTED ENGLISH
Mandarin-accented Gujarati-accented
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Results (E-M)
Neither prove or disprove the hypothesis
Unable to obtain any results, due to the inconsistency
HYPOTHESIS 3a
Monolingual English listeners are able to
discriminate Mandarin-accented English speech.
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Results (E-G)
Proves the hypothesis
Further proves the degree of exposure impact intelligibility
HYPOTHESIS 3b
Monolingual English listeners are able to
discriminate Gujarati-accented English speech.
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• A close relationship between exposure to language and
intelligibility
• Proves that accentedness and intelligibility are partially
independent variables (Derwing & Munro, 2009)
Conclusion
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Limitations
Thickness of speakers’ accent
No fixed speaking rate and intervals between sentences
Not enough participant to apply a universal conclusion
For the future studies,
Use a computer prompter
Increase the number of participants’ group
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Discussions
Having an accent is not a bad thing!
Accent that can reduce intelligibility is worth studying
If one’s want to improve L2 fluency, pronounce all the letters in the
word.
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QUESTIONS
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References
Armstrong, E. (2016, January 6). Mandarin-English Features. Retrieved from http://www.yorku.ca/earmstro/chimerica/Mandarin- Features.pdf
Derwing, T. M., & Munro, M. J. (2009;2008;). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42(4), 476-490. doi:10.1017/S026144480800551X
Deterding, D. (2006). The pronunciation of English by speakers from China. English World-Wide, 27(2), 175-198
LiquiSearch (2016). Hindi-Urdu Phonology - Consonants - Allophony of ‘v’ and ‘w’ in Hindustani. Retrieved from http://www.liquisearch.com/hindi-urdu_phonology/consonants/allophony_of_v_and_w_in_hindustani