Primary Stress and Intelligibility: Research to Motivate the Teaching of Suprasegmentals

By L. Hahn. 2004

617 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/61f3e26b8c085e2efcfffa99419b91e6fc94a3d2

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In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Intelligibility and the Listener: The Role of Lexical Stress (2005, background): “2 The approach of Hahn's (2004) study of sentence stress and intelligibility is not dissimilar.”
THE RELATIONSHIP BETWEEN L1 FLUENCY AND L2 FLUENCY DEVELOPMENT (2009, background): “Longer vowel durations in the Mandarin productions may have led the English listeners to assign harsher ratings because of their expectations about the role of vowel duration in stress assignment (Hahn, 2004 ; Zielinski, 2008 ).”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “…learners with explicit vocabulary instruction, particularly targeting frequent words in L2 oral discourse (e.g., Schmitt, 2008), while simultaneously helping them pronounce these words with appropriate prosody (Field, 2005; Hahn, 2004) and at an optimal speaking rate (Munro & Derwing, 2001).”
DECONSTRUCTING COMPREHENSIBILITY (2012, background): “Previous research, however, suggests that displaced stress patterns do interfere with listener understanding (Field, 2005 ; Hahn, 2004 ; Zielinski, 2008 ) and argues for the importance of word stress for L2 comprehensibility.”
The Effectiveness of L2 Pronunciation Instruction: A Narrative Review (2015, background): “There is no parallel guiding rubric for suprasegmentals, although research suggests the importance of nuclear stress (Hahn 2004) word stress (Field 2005), tone (Chun et al.”
Does a Speaking Task Affect Second Language Comprehensibility (2015, background): “These studies revealed a variety of factors linked to making L2 speech intelligible and comprehensible, including word stress (Field, 2005), sentence stress (Hahn, 2004), speech rate (Munro & Derwing, 2001), as well as pitch range and pause or syllable length (Kang at al.”
Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students (2008, background): “Only recently have studies begun to systematically isolate features of discourse and pronunciation in order to gauge their relationship with intelligibility in controlled settings (e.g., Hahn, 2004).”
Beliefs and practices of Brazilian EFL teachers regarding pronunciation (2016, background): “…and have shed light on other important issues, such as the role of different pronunciation features in communication (Derwing, Munro, & Wiebe, 1998; Hahn, 2004), listeners’ perceptions of accented speech (Lippi-Green, 1997; Munro, 2003), and the relationships among intelligibility,…”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, background): “With respect to pronunciation and fluency, listener understanding is associated with various aspects of L2 speech, including individual vowels and consonants with high functional load (Munro and Derwing 2006), sentence stress (Hahn 2004), word stress (Field 2005), speech rate (Derwing et al.”
A Longitudinal Study of ESL Learners' Fluency and Comprehensibility Development. (2007, background): “that comprehensibility is related to particular accent features, such as stress assignment (Hahn 2004) and other aspects of segments and prosody (Munro and Derwing 1995a; Derwing and Munro 1997).”
Revisiting the Intelligibility and Nativeness Principles (2020, background): “In addition, suprasegmental features such as prominence placement lead to worse comprehension for listeners (Hahn, 2004) while other stress and intonational features do not appear to affect understanding in the same way (Cutler, 1986; Levis, 1999).”