Foreign accent, cognitive load and intelligibility of EMI lectures

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Foreign accent, cognitive load and intelligibility of EMI lectures. / Jensen, Christian; Thøgersen, Jacob.

I: Nordic Journal of English Studies, Bind 16, Nr. 3, 31.12.2017, s. 107-137.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningfagfællebedømt

Harvard

Jensen, C & Thøgersen, J 2017, 'Foreign accent, cognitive load and intelligibility of EMI lectures', Nordic Journal of English Studies, bind 16, nr. 3, s. 107-137.

APA

Jensen, C., & Thøgersen, J. (2017). Foreign accent, cognitive load and intelligibility of EMI lectures. Nordic Journal of English Studies, 16(3), 107-137.

Vancouver

Jensen C, Thøgersen J. Foreign accent, cognitive load and intelligibility of EMI lectures. Nordic Journal of English Studies. 2017 dec 31;16(3):107-137.

Author

Jensen, Christian ; Thøgersen, Jacob. / Foreign accent, cognitive load and intelligibility of EMI lectures. I: Nordic Journal of English Studies. 2017 ; Bind 16, Nr. 3. s. 107-137.

Bibtex

@article{52d46794f35b4993bbce6155cdb18f57,
title = "Foreign accent, cognitive load and intelligibility of EMI lectures",
abstract = "This study investigated the effect of foreign accent on the understanding of spoken texts in two different contexts: (1) when listeners extract surface level meaning of simple utterances, labelled “intelligibility in simple tasks” (IS) below, and (2) when they answer content questions to a complex text, labelled “intelligibility in complex tasks” (IC) below. We hypothesised that foreign accented speech would require more cognitive processing in all situations, but that it would have little detrimental effect on intelligibility in the simpler of the two tasks. We expected decreased intelligibility as a result of combining the increased cognitive workload of the foreign accent with the higher cognitive demands of the second task. In other words, the study investigated an interaction effect between task complexity and processing difficulties caused by accented speech. In Experiment 1, IS and processing times were measured in a sentence verification task with ten native and non-native speakers of English. Two speakers, with similar intelligibility but yielding different reaction times, were selected for Experiment 2, which measured IC using simulated university lectures. The results indicate the hypothesised interaction between context and the understanding of accented speech. We discuss the theoretical and methodological implications of this, as well as the relevance of our results for English-medium instruction at Nordic universities.",
keywords = "Faculty of Humanities, forst{\aa}elighed, kognitiv belastning, engelsksproget undervisning, accent, intelligibility, comprehensibility, accent, cognitive load, English-medium instruction",
author = "Christian Jensen and Jacob Th{\o}gersen",
year = "2017",
month = "12",
day = "31",
language = "English",
volume = "16",
pages = "107--137",
journal = "N J E S (Online)",
issn = "1654-6970",
publisher = "Goeteborgs Universitet * Institutionen foer Spraak och Litteraturer",
number = "3",

}

RIS

TY - JOUR

T1 - Foreign accent, cognitive load and intelligibility of EMI lectures

AU - Jensen, Christian

AU - Thøgersen, Jacob

PY - 2017/12/31

Y1 - 2017/12/31

N2 - This study investigated the effect of foreign accent on the understanding of spoken texts in two different contexts: (1) when listeners extract surface level meaning of simple utterances, labelled “intelligibility in simple tasks” (IS) below, and (2) when they answer content questions to a complex text, labelled “intelligibility in complex tasks” (IC) below. We hypothesised that foreign accented speech would require more cognitive processing in all situations, but that it would have little detrimental effect on intelligibility in the simpler of the two tasks. We expected decreased intelligibility as a result of combining the increased cognitive workload of the foreign accent with the higher cognitive demands of the second task. In other words, the study investigated an interaction effect between task complexity and processing difficulties caused by accented speech. In Experiment 1, IS and processing times were measured in a sentence verification task with ten native and non-native speakers of English. Two speakers, with similar intelligibility but yielding different reaction times, were selected for Experiment 2, which measured IC using simulated university lectures. The results indicate the hypothesised interaction between context and the understanding of accented speech. We discuss the theoretical and methodological implications of this, as well as the relevance of our results for English-medium instruction at Nordic universities.

AB - This study investigated the effect of foreign accent on the understanding of spoken texts in two different contexts: (1) when listeners extract surface level meaning of simple utterances, labelled “intelligibility in simple tasks” (IS) below, and (2) when they answer content questions to a complex text, labelled “intelligibility in complex tasks” (IC) below. We hypothesised that foreign accented speech would require more cognitive processing in all situations, but that it would have little detrimental effect on intelligibility in the simpler of the two tasks. We expected decreased intelligibility as a result of combining the increased cognitive workload of the foreign accent with the higher cognitive demands of the second task. In other words, the study investigated an interaction effect between task complexity and processing difficulties caused by accented speech. In Experiment 1, IS and processing times were measured in a sentence verification task with ten native and non-native speakers of English. Two speakers, with similar intelligibility but yielding different reaction times, were selected for Experiment 2, which measured IC using simulated university lectures. The results indicate the hypothesised interaction between context and the understanding of accented speech. We discuss the theoretical and methodological implications of this, as well as the relevance of our results for English-medium instruction at Nordic universities.

KW - Faculty of Humanities

KW - forståelighed

KW - kognitiv belastning

KW - engelsksproget undervisning

KW - accent

KW - intelligibility

KW - comprehensibility

KW - accent

KW - cognitive load

KW - English-medium instruction

M3 - Journal article

VL - 16

SP - 107

EP - 137

JO - N J E S (Online)

JF - N J E S (Online)

SN - 1654-6970

IS - 3

ER -

ID: 187506715