Putting accent in its place: Rethinking obstacles to communication

By Tracey M. Derwing, Murray J. Munro. Language Teaching, 2008

469 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/1e2ab6c38c063f12aa92a881eb13cbadb66cdaa7

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, methodology): “Consequently, what appears to be crucial for L2 pronunciation learning is setting realistic goals in regard to what learners should aim for (Derwing & Munro, 2009; Levis, 2005), with two possible goals being comprehensibility (a broad measure of a speaker’s communicative effectiveness, referring to…”
LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH (2019, background): “(Rater ID9) Since comprehensibility is operationalized as the amount of cognitive effort needed to understand speech (Derwing & Munro, 2009), longer pauses within clauses arguably lower comprehensibility.”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “In contrast, the intelligibility principle emphasizes L2 speakers’ ability to be understood, which is possible even in the presence of a noticeable accent (Derwing & Munro, 1997, 2009).”
The Effectiveness of Drama as an Instructional Approach for the Development of Second Language Oral Fluency, Comprehensibility, and Accentedness (2017, background): “Explicit instruction that helps L2 learners gain greater control over the global functions of language, including vocal projection, stress, rhythm, and the ability to be easily understood, can be more beneficial than those with an exclusive focus on global accent (Derwing & Munro, 2009).”
Pronunciation teaching practices in communicative second language classes (2016, background): “…a few exceptions (e.g. Rajagopalan 2010), researchers also generally agree that intelligibility, which refers to how much of an utterance can be understood by an interlocutor, is a reasonable goal for pronunciation instruction (e.g. Derwing and Munro 2009a; Matsuura 2007; Munro and Derwing 1995).”
Disentangling accent from comprehensibility (2012, methodology): “Renewed interest in L2 pronunciation and speaking has shifted the instructional focus away from acquiring a nativelike accent to the more realistic goal of being communicatively effective (Derwing & Munro, 2009).”
From One to Multiple Accents on a Test of L2 Listening Comprehension (2016, methodology): “Derwing and Munro (2009) discuss accent in terms of its salience, or how different it is perceived to be from the local dialect, and comprehensibility, that is ‘the listener’s perception of how easy or difficult it is to understand a given speech sample’ (478).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, methodology): “…role of vocabulary in L2 oral ability by using an ecologically valid productive vocabulary test (Lex30; Meara and Fitzpatrick 2000) and L2 speech measures (comprehensibility/ accentedness; Derwing and Munro 2009) echoing the growing concept of English as an International Language (Jenkins 2000).”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, background): “Considering the difficulty of acquiring nativelike L2 speech, adopting a more realistic learning goal has been encouraged, with a particular focus on comprehensibility or ease of understanding (Derwing & Munro, 2009; Levis, 2005).”
The Effect of Perception of Teacher Characteristics on Spanish EFL Learners’ Anxiety and Enjoyment (2019, background): “Age and foreign accent are largely outside of their control - though an extra pronunciation course might lessen a strong foreign accent and help achieve mildly accented, but highly comprehensible speech (Derwing & Munro, 2009).”
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English (2012, unknown): “…validity of the method has been substantially confirmed as the golden standard to measure the quality of sentence-level speech samples in a holistic manner (i.e., listeners generally agree with their rating judgment on perceived accents with high interrater reliability; see Derwing & Munro, 2009).”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, methodology): “…perception of how easy or difficult it is for them to understand L2 speech, over linguistic nativelikeness, typically measured through accentedness or listeners’ perception of how closely speakers can approximate speech patterns of the target-language community (see Derwing and Munro 2009).”
Revisiting the Intelligibility and Nativeness Principles (2020, background): “…& Levis, 2014), that learners will be more confident and respected (Derwing, 2003), that it will provide opportunities for professional advancement (Harrison, 2013), especially for language teachers (Munro, Derwing & Sato, 2006), and that it will minimize discrimination (Derwing & Munro, 2009).”