第二语言句子压力作业:自评和他评

IF 3.5 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning Pub Date : 2024-11-04 DOI:10.1111/lang.12682
Cesar Teló, Hanna Kivistö de Souza, Mary Grantham O'Brien, Angélica Carlet
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引用次数: 0

摘要

有关第二语言(L2)发音自我评估的研究报告显示,自我评估与他人评估之间普遍存在偏差。这主要归因于自我评估的对象、自我评估的任务、与自我评估进行比较的测量方法以及说话者的特点。在这里,我们通过一项定时、强制选择判断任务,使用低通滤波刺激(仅包含超音段线索),考察了第二语言英语听者对离散语音特征--句子重音的自我评估,并与第一语言英语听者的评估进行了比较。此外,我们还探讨了说话者之间的个体差异如何预测自我评估。尽管任务的性质是受控的,但说话者普遍高估了自己在句子重音分配方面的准确性,其模式类似于邓宁-克鲁格效应。词汇量大的说话者更经常判断自己的句子重音分配正确,并表现出更大的过度自信和误判。最后,具有应用语言学和/或语言教学背景的发言人的评估结果与听众的评估结果更为一致。
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Second Language Sentence Stress Assignment: Self‐ and Other‐Assessment
Research on second language (L2) pronunciation self‐assessment reports a general misalignment between self‐ and other‐assessment. This has been attributed to the object of self‐assessment, the self‐assessment task, the measures to which self‐assessment is compared, and speakers’ characteristics. Here, we examined self‐assessment of a discrete phonological feature—sentence stress—by L2 English speakers as compared to the assessment of first language English listeners through a timed, forced‐choice judgment task with low‐pass filtered stimuli, which contained only suprasegmental cues. Additionally, we explored how individual differences among speakers predict self‐assessment. Speakers generally overestimated their accuracy in sentence stress assignment in a pattern resembling the Dunning‐Kruger effect despite the controlled nature of the task. Speakers with larger vocabulary size judged their sentence stress assignment as correct more often and showed greater overconfidence and miscalibration. Finally, the assessments of speakers with a background in applied linguistics and/or language teaching were more aligned with listeners’ assessments.
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来源期刊
Language Learning
Language Learning Multiple-
CiteScore
9.10
自引率
15.90%
发文量
65
期刊介绍: Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes one or two annual supplements, alternating among a volume from the Language Learning Cognitive Neuroscience Series, the Currents in Language Learning Series or the Language Learning Special Issue Series.
期刊最新文献
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