{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/90962"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/90962","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The effects of speaking rate and pausing on comprehensibility of non-native English","abstract":"This study examined the effects of the temporal variables (i.e., speaking rate and pausing) on comprehensibility ratings of second language (L2) speech. Twenty advanced Chinese speakers of English were audio-recorded as they read 3 short airline flight announcement passages. For each passage, the speakers adjusted their speech based on the instructions provided (i.e., natural speed, slightly slower speed, and natural speed with attention to pauses). All the speech samples were rated by 20 native speakers of English for comprehensibility. The results showed that although the Chinese speakers were successfully able to read aloud each passage and adjust their speech differently based on the instructions, the change in their reading style did not bring about any statistically significant difference in the comprehensibility ratings. The possible reasons for the speech adjustments having no effect on the ratings are discussed in terms of raters' topic familiarity and the cross-linguistic phonological difference in Chinese and English as well as pedagogical implications.","abstract_html":"This study examined the effects of the temporal variables (i.e., speaking rate and pausing) on comprehensibility ratings of second language (L2) speech. Twenty advanced Chinese speakers of English were audio-recorded as they read 3 short airline flight announcement passages. For each passage, the speakers adjusted their speech based on the instructions provided (i.e., natural speed, slightly slower speed, and natural speed with attention to pauses). All the speech samples were rated by 20 native speakers of English for comprehensibility. The results showed that although the Chinese speakers were successfully able to read aloud each passage and adjust their speech differently based on the instructions, the change in their reading style did not bring about any statistically significant difference in the comprehensibility ratings. The possible reasons for the speech adjustments having no effect on the ratings are discussed in terms of raters' topic familiarity and the cross-linguistic phonological difference in Chinese and English as well as pedagogical implications.","abstract_has_math":false,"creators":["Muramoto, Kokoro"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Teaching of English Sec Lang","degree_department":null,"school":null,"contributors":["Franks, Suzanne","Sadler, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-07T21:18:05Z","date_published":"2016-07-07T21:18:05Z","updated_at":"2026-07-22T22:26:34Z","subjects":["Comprehensibility: Speaking rate","Pausing","L2"],"languages":["en"],"rights":["Copyright 2016 Kokoro Muramoto"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/90962","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Franks, Suzanne","Sadler, Randall"]},{"key":"dc:creator","label":"Author","values":["Muramoto, Kokoro"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2016-07-07T21:18:05Z","2018-07-08T09:15:27Z","2016-04-26","2016-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Teaching of English Sec Lang"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Comprehensibility: Speaking rate","Pausing","L2"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2016 Kokoro Muramoto"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/90962"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study examined the effects of the temporal variables (i.e., speaking rate and pausing) on comprehensibility ratings of second language (L2) speech. Twenty advanced Chinese speakers of English were audio-recorded as they read 3 short airline flight announcement passages. For each passage, the speakers adjusted their speech based on the instructions provided (i.e., natural speed, slightly slower speed, and natural speed with attention to pauses). All the speech samples were rated by 20 native speakers of English for comprehensibility. The results showed that although the Chinese speakers were successfully able to read aloud each passage and adjust their speech differently based on the instructions, the change in their reading style did not bring about any statistically significant difference in the comprehensibility ratings. The possible reasons for the speech adjustments having no effect on the ratings are discussed in terms of raters' topic familiarity and the cross-linguistic phonological difference in Chinese and English as well as pedagogical implications.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-05-01","The student, Kokoro Muramoto, accepted the attached license on 2016-04-26 at 13:53.","The student, Kokoro Muramoto, submitted this Thesis for approval on 2016-04-26 at 13:59.","This Thesis was approved for publication on 2016-04-26 at 16:22.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9514 on 2016-07-07 at 14:18:02","Made available in DSpace on 2016-07-07T21:18:05Z (GMT). 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Twenty advanced Chinese speakers of English were audio-recorded as they read 3 short airline flight announcement passages. For each passage, the speakers adjusted their speech based on the instructions provided (i.e., natural speed, slightly slower speed, and natural speed with attention to pauses). All the speech samples were rated by 20 native speakers of English for comprehensibility. The results showed that although the Chinese speakers were successfully able to read aloud each passage and adjust their speech differently based on the instructions, the change in their reading style did not bring about any statistically significant difference in the comprehensibility ratings. The possible reasons for the speech adjustments having no effect on the ratings are discussed in terms of raters' topic familiarity and the cross-linguistic phonological difference in Chinese and English as well as pedagogical implications.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2018-05-01","The student, Kokoro Muramoto, accepted the attached license on 2016-04-26 at 13:53.","The student, Kokoro Muramoto, submitted this Thesis for approval on 2016-04-26 at 13:59.","This Thesis was approved for publication on 2016-04-26 at 16:22.","DSpace SAF Submission Ingestion Package generated from Vireo submission #9514 on 2016-07-07 at 14:18:02","Made available in DSpace on 2016-07-07T21:18:05Z (GMT). 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