| Title |
Acoustic Analyses and Intelligibility Assessments of Timing Patterns Among Chinese English Learners with Different Dialect Backgrounds
|
|---|---|
| Published in |
Journal of Psycholinguistic Research, September 2014
|
| DOI | 10.1007/s10936-014-9315-5 |
| Pubmed ID | |
| Authors |
Hsueh Chu Chen |
| Abstract |
This paper includes two interrelated studies. The first production study investigates the timing patterns of English as spoken by Chinese learners with different dialect backgrounds. The second comprehension study explores native and non-native speakers' assessments of the intelligibility of Chinese-accented English, and examines the effects of the listeners' language backgrounds on their perceptions of Chinese-accented English. The results showed that the Hong Kong (HK) group performed better in unstressed syllable duration compared with the Taiwan (TW) and Beijing (BJ) groups. The results also revealed that all six listener groups achieved at least 78 % intelligibility, with the native speaker accent achieving the highest rating, followed by the HK, TW, and BJ accents. A shared first language (L1) background may have little or no impact on intelligibility. The speech properties might prevail over the shared L1 effect. All listeners perceived inappropriate word-stress shift and consonant cluster simplifications to be the most unintelligible features. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 47 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 47 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 11 | 23% |
| Student > Ph. D. Student | 5 | 11% |
| Student > Doctoral Student | 5 | 11% |
| Student > Bachelor | 3 | 6% |
| Researcher | 3 | 6% |
| Other | 10 | 21% |
| Unknown | 10 | 21% |
| Readers by discipline | Count | As % |
|---|---|---|
| Linguistics | 21 | 45% |
| Social Sciences | 5 | 11% |
| Psychology | 4 | 9% |
| Computer Science | 2 | 4% |
| Arts and Humanities | 2 | 4% |
| Other | 2 | 4% |
| Unknown | 11 | 23% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 19 November 2014.
All research outputs
#18,836,331
of 23,344,526 outputs
Outputs from Journal of Psycholinguistic Research
#265
of 355 outputs
Outputs of similar age
#171,856
of 240,029 outputs
Outputs of similar age from Journal of Psycholinguistic Research
#8
of 10 outputs
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