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3 results

  • Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English

  • Veronika Thir
  • Journal:
    Studies in Second Language Acquisition / Volume 45 / Issue 5 / December 2023
    Published online by Cambridge University Press:
    02 May 2023, pp. 1210-1231
    • Article
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  • Research on intelligibility in international encounters has long focused on issues of pronunciation to the detriment of factors such as linguistic co-text and extralinguistic context, which are comparatively well-studied variables in intelligibility research concerning L1 listeners. This paper seeks to expand the scope of international intelligibility research in this respect by reporting on a large-scale study involving 423 nonnative listeners at different proficiency levels, who transcribed words spoken with another nonnative accent under four conditions that varied in the availability of syntactic, semantic, and schematic cues. The results suggest that co-text and context as well as listening proficiency are crucial variables that ought to receive greater attention in research on international intelligibility. The pedagogical implications of these findings are addressed as well.

  • 10 - The Role of Co-Textual and Contextual Cues for Intelligibility in ELF Interactions

  • from Part II - Zooming in on ELF
  • Edited by Anna Mauranen, University of Helsinki, Svetlana Vetchinnikova, University of Helsinki
  • Book:
    Language Change
    Published online:
    17 December 2020
    Print publication:
    03 December 2020, pp 267-290

  • Summary

    It has been suggested that co-textual and contextual cues do not contribute much to phonological intelligibility in ELF interactions, since many non-native ELF users seem largely unable to draw on such cues when processing each other’s accents (Jenkins 2000). This small-scale, qualitative study investigates the role played by co-textual and contextual information in instances of phonological unintelligibility in ELF interactions. The results suggest that the non-native ELF users in this study tend to ‘interpret’ rather than ‘decode’ the incoming acoustic signal in relation to co-textual and contextual cues, provided they are available. The findings also indicate that such cues are not always beneficial to the listener, as they can also ‘mislead’ them by supporting an incorrect identification of a word.