Exploring the dynamic nature of second language listeners’ perceived fluency: a mixed‐methods approach

Magne, Viktoria ORCID: https://orcid.org/0000-0003-1305-9119, Suzuki, Shungo, Suzukida, Yui, Ilkan, Meltem, Tran, Mai and Saito, Kazuya (2019) Exploring the dynamic nature of second language listeners’ perceived fluency: a mixed‐methods approach. TESOL Quarterly, 53 (4). pp. 1139-1150. ISSN 0039-8322

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Abstract

Despite the status of English as the Lingua Franca of the world (Seidlhofer, 2011) and the growing number of L2 users (Pennycook, 2017), researchers have mostly investigated L2- accented English based on native speakers’ perceptions. In particular, a number of previous studies have looked at native English speakers’ perceptions of fluency (e.g., Bosker, Pinget, Quené, Sanders, & de Jong, 2013). Only a limited number of studies have examined L2 speakers’ perceptions of the same phenomenon (for a rare exception, see Rossiter, 2009). Therefore, we know very little about how L2 users conceptualize fluency, and what their subjective conceptualizations of fluency are. Thus, the current study took the first step to investigate the factors affecting L2 users’ intuitive perceptions of L2 fluency using an explanatory sequential mixed-methods design.

Item Type: Article
Additional Information: This is the peer reviewed version of the following article: [Magne, V. , Suzuki, S. , Suzukida, Y. , Ilkan, M. , Tran, M. and Saito, K. (2019), Exploring the Dynamic Nature of Second Language Listeners’ Perceived Fluency: A Mixed‐Methods Approach. TESOL Q.], which has been published in final form at https://doi.org/10.1002/tesq.528. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.
Uncontrolled Keywords: fluency, pronunciation, perception, mixed methods, L2 listeners
Subjects: Education
Education > Teaching and learning
Depositing User: Viktoria Magne
Date Deposited: 02 Jul 2019 10:38
Last Modified: 13 Dec 2019 10:29
URI: http://repository.uwl.ac.uk/id/eprint/6208

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