Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States

By Stephanie Lindemann. Language in society, 2002

189 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e0fdd4f5ff3b43c1397851e0479917384709f5e6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Robert M. McKenzie
2. T. Isaacs
3. Okim Kang
4. Donald Rubin
5. John F. Dovidio
6. Agata Gluszek
7. Kazuya Saito
8. P. Trofimovich

In Language and Linguistics

1. Okim Kang
2. T. Isaacs
3. Robert M. McKenzie
4. John F. Dovidio
5. Agata Gluszek
6. Donald Rubin
7. Stephanie Lindemann
8. Kazuya Saito

Citations in the corpus

• Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non-Native English-Speaking Graduate Students (2008, background): “In fact, previous research has shown that intelligibility goes beyond the precision of the sounds that the speaker produces to incorporate linguistic and non-linguistic factors related to listeners’ attitudes and expectations (e.g., Lindemann, 2002; Rubin, 1992).”
• Who speaks “broken English”? US undergraduates’ perceptions of non‐native English1 (2005, background): “Such non-linguistically based reactions to non-native speech have been shown to play a role in job discrimination (Lippi-Green 1997) and in nativespeaker behavior in interactions with non-natives (Lindemann 2002).”
• The Social Psychology of English as a Global Language: Attitudes, Awareness and Identity in the Japanese Context (2010, methodology): “The maptask was adapted from a previous linguistic study (Lindemann, 2002) where a map was employed to investigate the relationship between the attitudes that native speakers of English hold towards non-native speakers and level of comprehension of non-native English speech.”
• Impact of Rater Characteristics and Prosodic Features of Speaker Accentedness on Ratings of International Teaching Assistants' Oral Performance (2012, background): “…experience with ITAs can affect raters’ general expectations of ITAs’ speech performances (Rubin, 1992), but those experiences themselves are often the products of negative stereotypes that NS undergraduates bring to even their initial interactions with their ITAs (Lindemann, 2002; Rubin, 2002).”
• Speaking With a Nonnative Accent: Perceptions of Bias, Communication Difficulties, and Belonging in the United States (2010, background): “Prejudiced listeners may invest less effort in understanding the speaker (Lindemann, 2002; Lippi-Green, 1994), resulting in decreased comprehension of the accented speech (Munro & Derwing, 1995; Rubin, 1992).”
• Reverse Linguistic Stereotyping: Measuring the Effect of Listener Expectations on Speech Evaluation (2009, background): “More recently, Lindemann (2002, 2003) showed that such stereotypes materially affect listeners’ communication behaviors.”