Rater Experience, Rating Scale Length, and Judgments of L2 Pronunciation: Revisiting Research Conventions

By T. Isaacs, Ron I. Thomson. 2013

206 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Signal Processing

View Paper: https://www.semanticscholar.org/paper/747881934f8e61574a4e48231af45ec80f6dc236

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In Experimental and Cognitive Psychology

In Language and Linguistics

In Signal Processing

Citations in the corpus

Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, background): “To evaluate such specific aspects of L2 pronunciation proficiency, researchers have recruited and trained expert (rather than naïve) raters with a great amount of linguistic and pedagogical experience (Isaacs & Thomson, 2013).”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “Along with the definition by Isaacs and Thomson (2013), these raters could be considered as novice in that they had not taken any linguistic courses prior to the project.”
Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study (2017, methodology): “In line with the definition of expert raters (Isaacs & Thomson, 2013), they were not only graduate students in applied linguistics with extensive experience with linguistic analyses of L2 speech but also had taught English in ESL/EFL settings (M = 5.7 years; 3– 13.5).”
LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH (2019, methodology): “As comprehensibility is included in rubrics of various high-stake tests, research evidence on comprehensibility judgements based on the whole speech may contribute to the ecological validity of findings (Isaacs & Thomson, 2013).”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, background): “The remaining 10 experienced raters, who, by definition, had linguistic and teaching backgrounds (Isaacs and Thomson 2013), were graduate students in applied linguistics at an English-medium university (ML2 teaching = 3.7 years, range = 2–10).”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, methodology): “…in L2 speech (Andersson & Engstrand, 1989; Piske, MacKay, & Flege, 2001), global aspects of L2 speech, such as comprehensibility and accent (Isaacs & Thomson, 2013), as well as fluency characteristics of L2 speech (Bosker, Pinget, Quené, Sanders, & de Jong, 2013; Derwing, Rossiter,…”