Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students

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Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance (2012, background): “Pickering’s (1999) analyses of NNS data showed a qualitative difference in both placement and length of pauses among ITAs, which could affect the overall prosodic structure of the discourse (see also Isaacs, 2008).”
Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English (2010, background): “However, there is no clear consensus on how the construct should be construed, especially in contrast to the related construct of intelligibility (Field, 2005; Isaacs, 2008).”
Disentangling accent from comprehensibility (2012, background): “…to both ACCENT and COMPREHENSIBILITY, as rated by 60 novice raters and three experienced language teachers.1 The choice of comprehensibility as a measure of understanding, as opposed to more objective measures of intelligibility (see Isaacs, 2008), was motivated first by practical considerations.”