Presentation

Second Language Comprehensibility Ratings: Do ESL and EFL Teachers Rate in the Same Way?

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Abstract

This mixed-method investigation analyzed the way native-ESL and nonnative-EFL teachers rated second language (L2) comprehensibility in ESL learners. Two groups of native-ESL and nonnative-EFL teachers rated spontaneous speech samples from ESL learners obtained before and after a stand-alone pronunciation course in an intensive ESL program. Speech samples from a group of L1-English speakers were also included for control purposes. The quantitative analyses indicated that the group of nonnative-EFL teachers rated the speech samples more severely than the native-ESL teachers. Additionally, stimulated-recall interviews carried out with each teacher after the rating task revealed similarities and differences between both groups of teachers. However, the most important differences seemed to be rooted in teachers’ pedagogical knowledge, teacher training, and familiarity (or lack of familiarity) with different L2 accents. The results of this investigation are discussed in terms of their implications for L2 pronunciation instruction and teacher training.

How to Cite:

Gordon, J., (2017) “Second Language Comprehensibility Ratings: Do ESL and EFL Teachers Rate in the Same Way?”, Pronunciation in Second Language Learning and Teaching Proceedings 9(1).