Intelligibility and the Listener: The Role of Lexical Stress

By John Field. 2005

569 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ce65eb35d0b9e77efcd887a75beecf7c84916e39

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Citations in the corpus

Recent developments in second and foreign language listening comprehension research (2007, background): “More recently, Goh (2002b: 40–42) and Field (2005) have outlined a number of different possibilities, including analysis of parts of the text transcript, dictation, analogy exercises, as well as other remedial exercises.”
Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English (2010, methodology): “Field (2005) tested both NS and NNS listeners in a psycholinguistic study in which he manipulated lexical stress as well as vowel quality on sets of disyllabic words.”
Effects of Instruction on L2 Pronunciation Development: A Synthesis of 15 Quasi- Experimental Intervention Studies (2012, background): “These features comprise not only suprasegmental features such as lexical stress (Field, 2005), sentence stress (Hahn, 2004), but also segmental”
A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the Strategies for Instruction (2012, background): “Teach word stress when teaching vocabulary (Field, 2005).”
How Are Nonnative-English-Speaking Teachers Perceived by Young Learners? (2007, background): “There is some evidence that native and nonnative listeners show similar responses to certain prosodic features of accented speech (see, e.g., Field, 2005, for the case of lexical stress).”
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.”
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010 (2012, background): “Field (2005) investigated the role of lexical (word-level) stress on pronunciation and found that incorrect placement of lexical stress had a negative effect on intelligibility.”
Exploring the relationship between productive vocabulary knowledge and second language oral ability (2019, background): “, 2001), prosodic (Field, 2005), and temporal (Bosker, Pinget, Quené, Sanders, & De Jong, 2013) qualities of L2 speech (see also Saito, Trofimovich, & Isaacs, 2015, 2016).”
Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students (2008, background): “What is novel about the EPT measure of intelligibility is its focus on the word level, a locus of pronunciation difficulties for many NNSs (Field, 2005), and the relative ease with which it can be administered (cf.”
Differential effects of instruction on the development of second language comprehensibility, word stress, rhythm, and intonation: The case of inexperienced Japanese EFL learners (2017, background): “It has been argued that decisions about what to teach should be based on how different aspects of pronunciation enhance the intelligibility and/or comprehensibility of learners’ speech (Field, 2005; Levis, 2005).”
Why is Pronunciation So Difficult to Learn (2011, background): “In examining the role of stress—“the degree of force used in producing a syllable” (Crystal, 2003, p. 435)— in intelligibility, Field (2005) asked trained listeners to transcribe recorded material when the variables of word stress and vowel quality were manipulated.”
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).”
Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology (2011, background): “Similarly, Venkatagiri and Levis (2007) also maintained that explicit instruction can help learners develop ‘phonological awareness’ (i.e. conscious knowledge of segmentals and suprasegmentals), which might play a key role in L2 speech intelligibility (see also Field, 2005).”
Language awareness and second language pronunciation: a classroom study (2010, unknown): “The learner may also be aware that proﬁcient English speakers use word stress as an important cue for word identiﬁcation (Field, 2005).”