Theoretical and Practical Developments in English Speech Assessment, Research, and Training: Studies in Honour of Ewa Waniek-Klimczak (Second Language Learning and Teaching)

Preface
Contents
Editors and Contributors
Introduction
Introduction
	1 Why a Focus on English Speech Accents
	2 Purpose, Aims, and Focus of the Book
	3 Intended Readers
	4 Structure of the Book
	References
Speech Assessment
The Malleability of Listener Judgments of Second Language Speech
	1 Introduction
	2 Literature Review
		2.1 Origins of Social Bias
		2.2 Manipulating Social Bias
	3 Exploring Bias
		3.1 Social Bias and Naïve Listeners’ Evaluations of L2 Speech
		3.2 Social Bias and Teachers’ Evaluations of L2 Speech
		3.3 Summary and Outlook
	4 Mitigating Social Bias
		4.1 Task Practice as Mitigation Strategy
		4.2 Next Steps
	5 Broader Implications, Future Work, and Conclusions
	References
Evaluations of Foreign Accented Speech: Subjective Bias or Speech Signal Characteristics?
	1 Introduction
	2 Literature Review
		2.1 Foreign Accent and Listener Bias Research
		2.2 Impact of L2 Accents on Speech Processing
		2.3 Task Type
	3 The Study
		3.1 Research Questions
		3.2 Method
		3.3 Results
	4 Discussion
	5 Implications
	6 Conclusion and Limitations
	References
Assessing L2 Pronunciation Using Measurements of Nuclear Stress Placement and Comprehensibility
	1 Introduction
	2 L2 Pronunciation Teaching and Assessment
	3 The Study
	4 Method
		4.1 Context and Participants
		4.2 Teaching Intervention
		4.3 L2 Speech Samples
		4.4 Assessment Procedure for Nuclear Stress Placement
		4.5 Assessment Procedure for Comprehensibility
		4.6 Data Analysis
	5 Results
	6 Discussion
		6.1 Limitations
	7 Implications
	8 Conclusion
	References
The Effects of Prestige Model Familiarity on Students’ Perceptions of and Interactions with Diverse English Accents
	1 Introduction
	2 Literature Review
		2.1 Prestige Accent Models in ELT
		2.2 Factors Affecting Perception of Diverse Accents
	3 The Study
	4 Methodology
		4.1 Participants
		4.2 Test Procedure
		4.3 Verbal Guise Test
		4.4 Data Analysis
	5 Results
		5.1 Pre-test Questionnaire Ratings
		5.2 Identification of Accent
		5.3 Accent Perceptions and Associated Qualities
		5.4 Accent Preferences
		5.5 Ease of Comprehension
	6 Discussion
	7 Post-test Interviews
	8 Implications
	9 Conclusion
	References
Speech Assessment via Read-Alouds: A Critical Analysis of Diagnostic Passages
	1 Introduction
	2 Literature Review
		2.1 Japanese Learners of English
		2.2 Requirements for an Ideal Passage for a Read-Aloud Assessment
	3 My Investigation
		3.1 Passage Selection
		3.2 Data Analysis
		3.3 Results and Discussion
	4 Implications
	5 Conclusion
	Appendix
	References
Speech Perception
Accentedness and Comprehensibility in Non-native Listeners’ Perception of L2 Speech
	1 Introduction
	2 Literature Review
		2.1 Factors Modulating Perceptual Judgements of Non-Native Speech
		2.2 Relationship Between Accentedness and Comprehensibility
	3 The Study
	4 Methods
		4.1 Participants
		4.2 Materials, Rating Tasks, and Procedures
	5 Results
		5.1 Listeners’ L1 and Proficiency Effects on Accentedness and Comprehensibility
		5.2 Relationship Between Listeners’ Ratings of Accentedness and Comprehensibility
	6 Discussion
	7 Implications
	8 Conclusions
	References
Perception and Recoverability of Modified English L2 Codas
	1 Introduction
	2 Literature Review
		2.1 Theoretical Framework
		2.2 Previous Studies on the Production of English Codas
	3 The Study
		3.1 Languages Under Examination
		3.2 Predictions
	4 Methodology
		4.1 Participants
		4.2 Stimuli
		4.3 Procedure
		4.4 Analysis
	5 Results and Discussion
		5.1 English Participants
		5.2 Japanese Participants
		5.3 Spanish Participants
		5.4 Findings Across Groups
		5.5 Implications
	6 Conclusion
	Appendix. Stimuli Words Used in the Study
	References
The Role of Plosive Codas: Recognition and Perception by Lithuanian Learners of English
	1 Introduction
	2 Literature Review
		2.1 L1 Transfer and Markedness Theory
		2.2 Plosive Consonants in English and Lithuanian
		2.3 Vowel Duration in Preceding Post-Vocalic Consonants
	3 The Study
	4 Methods
		4.1 Participants
		4.2 Data Collection and Analysis
	5 Results
		5.1 Test 1: Recognition of Vowels
		5.2 Test 2: Perception of Plosive Codas
	6 Discussion
	7 Implications
	8 Conclusions
	Appendix
	References
Exploring How YouGlish Supports Learning English Word Stress: A Perception Study
	1 Introduction
	2 Literature Review
	3 The Study
	4 Method
		4.1 Participants
		4.2 Learning Materials
		4.3 Data Collection and Analysis
	5 Results
		5.1 Learners’ Characteristics
		5.2 Autonomous Learning Outcomes
		5.3 Learners’ Practice Engagement and Views
		5.4 Learning Outcomes by Group
	6 Discussion
	7 Pedagogical and Research Implications
	8 Conclusions
	References
Speech Production
Vowel Accentedness in the Light of Internal and External Competence Assessment
	1 Introduction
	2 Method
		2.1 Participants
		2.2 Materials and Procedure
		2.3 Analyses
	3 Results
		3.1 The Internal Assessment Group
		3.2 The External Assessment Group
		3.3 Two Sources of [æ] Values
		3.4 Comparison with Native English
	4 Discussion
	5 Implications
	6 Conclusions
	References
On the Value of L2 Pronunciation Data for Linguistic Theory: The Story of /h/
	1 Introduction
	2 An Exploratory Study
		2.1 Participants
		2.2 Data Collection and Analysis
		2.3 Results
	3 Proposing a Linguistic Theory for the Treatment of /h/
		3.1 The Variation Problem
		3.2 /h/ Aspiration
		3.3 The Indeterminate Nature of /h/
		3.4 Distributional Evidence of the Vowelness of /h/
	4 Discussion of Findings from Exploratory Study
	5 Pedagogical and Research Implications
	6 Conclusion
	Appendix: Word List
	References
Consistency in the Rhoticity of Czech Speakers of English
	1 Introduction
	2 The Study
	3 Methods
		3.1 Participants
		3.2 Materials and Procedure
		3.3 Analysis
	4 Results
		4.1 Overall Degree of Rhoticity
		4.2 Individual Variation and Consistency in Rhoticity
		4.3 Phonetic Realization of the Rhotic
	5 Discussion and Implications
	6 Conclusion
	Appendix
	References
Phonetic Training
High-Variability Phonetic Training Under Different Conditions: Individual Differences in Auditory Attention Control
	1 Introduction
	2 Literature Review
		2.1 Phonetic Training
		2.2 Attention Control in L2 Speech Learning
	3 The Study
	4 Methods
		4.1 Participants
		4.2 Materials
		4.3 Procedure
		4.4 Data Analysis
	5 Results
		5.1 Training Effects on /æ/ and /ʌ/ Perception and Production
		5.2 Attention Control and L2 Training Gains
	6 Discussion
	7 Pedagogical Implications
		7.1 Implications for Phonetic Training
		7.2 Implications for Pronunciation Teaching
	8 Conclusion
	References
The Effects of Intensive Phonetic Training on the Acquisition of English Stops
	1 Introduction
	2 Literature Review
		2.1 The Principle of Equivalence Classification
		2.2 The Acquisition of English Stops
	3 The Study
	4 Methods
		4.1 Participants
		4.2 The Nature of the Phonetic Training
		4.3 Materials
		4.4 Data Collection and Analysis
	5 Results
	6 Discussion
	7 Pedagogical and Research Implications
	8 Conclusion
	References
The Acquisition of Phonology in Multilinguals
Natural Growth Theory of Acquisition (NGTA): Evidence from (Mor)Phonotactics
	1 Introduction
	2 Overview of SLA Speech Models
	3 Natural Growth Theory of Acquisition: A Proposal
		3.1 Epistemological Background
		3.2 NGTA’s Epistemological Stand
		3.3 NGTA’s Assumptions
	4 NGTA—Data Support from (Mor)Phonotactics
	5 Conclusions and Implications
	References
Perceptual Drift in L1 Phonetic Categories in Multilinguals
	1 Introduction
	2 Literature Review
		2.1 L1 Drift
		2.2 Vowel Perception
	3 The Study
	4 Methods
		4.1 Participants
		4.2 Stimuli
		4.3 Procedure
		4.4 Data Analysis
	5 Results
	6 Discussion
	7 Implications
	8 Conclusions
	References