How many speakers were selected to record oral stimuli?

To achieve these aims, a pool of nine speakers (3 per accent) recorded excerpts of oral stimuli drawn from UTESL listening sub-test scripts.

What is the way to achieve an accurate match?

To achieve an accurate match (using total test score as a matching variable, whether internal or external), DIF practitioners generally advise that the matching criterion should include as many score levels as the data allows (e.g. Angoff, 1993).

What is the risk of under-representing the listening construct?

in limiting the range of task-types and the linguistic difficulty of input there is a riskof under-representing the listening construct in other ways which may not be desirable.

Open AccessJournal Article10.1177/0265532211421161

Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective

Q: How many items are in each lecture?

Each version consists of one lecture of approximately 30 minutes in length (including pauses and instructions), which is divided into four sections, and usually contains between 30 and 40 items.

Luke Harding

- 01 Apr 2012

- Language Testing

- Vol. 29, Iss: 2, pp 163-180

126

TL;DR: This paper investigated the potential for a shared-L1 advantage on an academic English listening test featuring speakers with L2 accents and found that Japanese L1 listeners were advantaged on a small number of items on the test featuring the Japanese-accented speaker, but these were balanced by items which favored no...

Abstract: This paper reports on an investigation of the potential for a shared-L1 advantage on an academic English listening test featuring speakers with L2 accents. Two hundred and twelve second-language listeners (including 70 Mandarin Chinese L1 listeners and 60 Japanese L1 listeners) completed three versions of the University Test of English as a Second Language (UTESL) listening sub-test which featured an Australian English-accented speaker, a Japanese-accented speaker and a Mandarin Chinese-accented speaker. Differential item functioning (DIF) analyses were conducted on data from the tests which featured L2-accented speakers using two methods of DIF detection – the standardization procedure and the Mantel-Haenszel procedure – with candidates matched for ability on the test featuring the Australian English-accented speaker. Findings showed that Japanese L1 listeners were advantaged on a small number of items on the test featuring the Japanese-accented speaker, but these were balanced by items which favoured no...

AI Agents for this Paper

Find similar papers on Google Scholar, PubMed and Arxiv
Write a critical review of this paper
Analyze citations of this paper to find unaddressed research gaps

Most frequently asked questions

1. What are the contributions mentioned in the paper "Accent, listening assessment and the potential for a shared-l1 advantage: a dif perspective" ?

This paper reports on an investigation of the potential for a shared-L1 advantage on an academic English listening test featuring speakers with L2 accents.

2. Why were the scores created for the Sleep test?

because of the relatively lower sample size of the ‘Japanese L1 background listener’ group, five score levels were created to be used for analysis of the Sleep test.

3. How many items were detected by the standardization procedure?

Of the 38 items in the Sleep test, the standardization procedure detected ten items (26%) as having a standardized p-difference of over 0.1, and the MantelHaenszel procedure detected seven items (18%) which were significant at p < .05, and where MH D-DIF was higher than 1.

4. How many items are in each lecture?

Each version consists of one lecture of approximately 30 minutes in length (including pauses and instructions), which is divided into four sections, and usually contains between 30 and 40 items.

Table 4: Descriptive statistics for Chinese L1 background listeners and Other L1 background listeners on the Food Technology test

Table 3: Descriptive statistics for Japanese L1 background listeners and Other L1 background listeners on the Food Technology test

Table 10: Overview of flagged items in The Oldest Old (31 items) and DIF indices

Figure 1: An overview of DIF detection procedures

Table 2: Reliability and SEM by test version

Table 7: Number of DIF items detected in Sleep (38 items) by method

Citations

Journal Article•10.1177/0265532212456968

Raters’ L2 background as a potential source of bias in rating oral performance:

Paula Winke, +2 more

- 01 Apr 2013

- Language Testing

TL;DR: Based on evidence that listeners may favor certain foreign accents over others (Gass & Varonis, 1984; Major, Fitzmaurice, Bunta, & Balasubramanian, 2002; Tauroza & Luk, 1997) and that language-test...

...read moreread less

208

Learner English: a teacher's guide to interference and other problems / Michael Swan, Bernard Smith

Michael Swan

- 01 Jan 1992

TL;DR: Learner English as discussed by the authors is a reference book which compares the relevant features of the students' own languages with English, helping teachers to predict and understand the problems their students have, and is accompanied by a cassette with authentic examples of the various accents described in the book.

...read moreread less

155

Book•10.4324/9781315145006

The Routledge Handbook of Contemporary English Pronunciation

Okim Kang, +2 more

- 08 Nov 2017

TL;DR: The main stress rule was one of the first successful attempts to find patterns in English stress placement as discussed by the authors, and linguists began to realize that grammatical models must be learnable based on the input that the learners are exposed to.

...read moreread less

146

Journal Article•10.1111/MODL.12308

Second and Foreign Language Assessment

James E. Purpura

- 01 Jan 2016

- The Modern Language Journal

TL;DR: The authors summarizes some of the main issues, concerns, and debates that have ensued over the years in the field of L2 assessment and shows how past concerns have shaped contemporary L2 Assessment research and practice.

...read moreread less

142

•Book•10.21832/ISAACS6848

Second Language Pronunciation Assessment: Interdisciplinary Perspectives

Talia Isaacs, +1 more

- 14 Nov 2016

TL;DR: This book discusses Pronunciation Assessment in Asia's World City: Implications of a Lingua Franca Approach in Hong Kong, as well as key themes, constructs, and Interdisciplinary Perspectives from Psycholinguistics and Speech Sciences and Sociolinguistic, Cross-Cultural and LinguaFranca Perspectives in Pronounced Assessment.

...read moreread less

124

...

Expand

References

Journal Article•10.1093/JNCI/22.4.719

Statistical Aspects of the Analysis of Data From Retrospective Studies of Disease

Nathan Mantel, +1 more

- 01 Apr 1959

- Journal of the National Cancer Institute

TL;DR: In this paper, the role and limitations of retrospective investigations of factors possibly associated with the occurrence of a disease are discussed and their relationship to forward-type studies emphasized, and examples of situations in which misleading associations could arise through the use of inappropriate control groups are presented.

...read moreread less

15.6K

Journal Article•10.2307/2348590

Differential Item Functioning.

Andrew C. Gudgeon, +2 more

- 01 Jan 1994

- The Statistician

2.1K

•Book

The Phonology of English as an International Language

Judy B. Gilbert, +2 more

- 25 Sep 2000

TL;DR: A new pronunciation syllabus is proposed, the Lingua Franca Core, based on findings from empirical research where English pronunciation is examined in its sociolinguistic context.

...read moreread less

Journal Article•10.1111/J.1467-1770.1995.TB00963.X

Foreign accent, comprehensibility, and intelligibility in the speech of second language learners

Murray J. Munro, +1 more

- 01 Mar 1995

- Language Learning

TL;DR: The authors showed that even heavily accented speech is sometimes perfectly intelligible and that prosodic errors appear to be a more potent force in the loss of intelligibility than phonetic errors.

...read moreread less

1.5K

A direct realist view of cross-language speech perception

Catherine T. Best

- 01 Jan 1995

1.3K

...

Expand

Accent, listening assessment and the potential for a shared-L1 advantage: A DIF perspective

Chat with Paper

AI Agents for this Paper

Most frequently asked questions

1. What are the contributions mentioned in the paper "Accent, listening assessment and the potential for a shared-l1 advantage: a dif perspective" ?

2. Why were the scores created for the Sleep test?

3. How many items were detected by the standardization procedure?

4. How many items are in each lecture?

5. How many speakers were selected to record oral stimuli?

6. What is the way to achieve an accurate match?

7. What is the risk of under-representing the listening construct?

Figures

Citations

Raters’ L2 background as a potential source of bias in rating oral performance:

Learner English: a teacher's guide to interference and other problems / Michael Swan, Bernard Smith

The Routledge Handbook of Contemporary English Pronunciation

Second and Foreign Language Assessment

Second Language Pronunciation Assessment: Interdisciplinary Perspectives

References

Statistical Aspects of the Analysis of Data From Retrospective Studies of Disease

Differential Item Functioning.

The Phonology of English as an International Language

Foreign accent, comprehensibility, and intelligibility in the speech of second language learners

A direct realist view of cross-language speech perception

Related Papers (5)

The Effects of Nonnative Accents on Listening Comprehension: Implications for ESL Assessment

The interlanguage speech intelligibility benefit.

The Effect Of Familiarity On The Comprehensibility Of Nonnative Speech

The mutual intelligibility of l2 speech

Perceptual adaptation to non-native speech.