THE MUTUAL INTELLIGIBILITY OF L2 SPEECH

By Murray J. Munro, Tracey M. Derwing, Susan Morton. Studies in Second Language Acquisition, 2006

424 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/11a3eb9fa18666627f0e95c52e55cca7adc7dedb

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Citations in the corpus

Attitudes towards foreign accents among adult multilingual language users (2015, background): “In terms of intelligibility, defined by Munro, Derwing, and Morton (2006) as an objective measure of what a listener understands (often assessed through comprehensiontype questions or gap-fill exercises), processing an FA can cause some difficulty (Bresnahan et al. 2002).”
A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development. (2007, background): “In previous studies, we have found that such instructions are sufficient and result in reliable ratings (e.g. Derwing and Munro 1997; Derwing et al. 2004; Munro et al. 2006).”
The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness (2017, methodology): “This clarification was needed to distinguish fluency from proficiency, a strategy previously employed by Munro, Derwing, and Morton (2006).”
An experimental study of native speaker perceptions of non-native request modification in e-mails in English (2010, background): “In future research, comprehension could be measured more directly, by, for example, asking respondents to paraphrase messages or interpret requests or by including measures of comprehensibility that have been developed in accentedness studies (e.g., Fayer and Krasinski 1989; Munro et al. 2006).”
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “Although very few, SLA researchers have recently begun to pay ever more attention to research-based pronunciation teaching studies ( Derwing, Munro, & Wiebe, 1998 ; Elliot, 1997; Macdonald et al, 1994 ; Missaglia, 1999 ; Neri, Mich, Gerosa, & Giuliani, 2008 ).”
How Are Nonnative-English-Speaking Teachers Perceived by Young Learners? (2007, background): “Studies have shown that attitudes toward speakers and their accents can differ depending on context (Cargile, 1997; Gallois & Callan, 1985). A growing number of studies on language attitudes have examined students’ attitudes toward the nonnative accents of foreign-born teachers and instructors in li”
Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance (2012, background): “On the other hand, there is contradictory evidence indicating that listeners’ judgments are little affected by familiarity with particular varieties (Mattran, 1977; Munro et al., 2006; Powers et al., 1999).”
Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective (2012, result): “These findings, then, reflect many of the preceding studies which have found contradictory evidence for a shared-L1 effect (e.g. Major et al., 2002; Munro et al., 2006), but they do suggest that, in some circumstances at least, listeners may indeed perform better on a listening test when a speaker…”
Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students (2008, methodology): “A similar procedure was followed for measuring intelligibility in Derwing and Munro (1997) and Munro, Derwing, and Morton (2006).”