| Title: |
Second Language Sentence Stress Assignment: Self- and Other-Assessment |
| Language: |
English |
| Authors: |
Cesar Teló (ORCID 0000-0002-0218-9498); Hanna Kivistö de Souza (ORCID 0000-0002-8498-2691); Mary Grantham O'Brien (ORCID 0000-0001-5873-4013); Angélica Carlet (ORCID 0000-0001-8411-4731) |
| Source: |
Language Learning. 2025 75(3):832-862. |
| Availability: |
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: |
Y |
| Page Count: |
31 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Sentences; Pronunciation; Self Evaluation (Individuals); Student Evaluation; Phonology; Suprasegmentals; Native Speakers; English Learners; Individual Differences; Predictor Variables; Accuracy; Language Patterns; Self Concept; Applied Linguistics |
| DOI: |
10.1111/lang.12682 |
| ISSN: |
0023-8333; 1467-9922 |
| Abstract: |
Research on second language (L2) pronunciation self-assessment reports a general misalignment between self- and other-assessment. This has been attributed to the object of self-assessment, the self-assessment task, the measures to which self-assessment is compared, and speakers' characteristics. Here, we examined self-assessment of a discrete phonological feature--sentence stress--by L2 English speakers as compared to the assessment of first language English listeners through a timed, forced-choice judgment task with low-pass filtered stimuli, which contained only suprasegmental cues. Additionally, we explored how individual differences among speakers predict self-assessment. Speakers generally overestimated their accuracy in sentence stress assignment in a pattern resembling the Dunning-Kruger effect despite the controlled nature of the task. Speakers with larger vocabulary size judged their sentence stress assignment as correct more often and showed greater overconfidence and miscalibration. Finally, the assessments of speakers with a background in applied linguistics and/or language teaching were more aligned with listeners' assessments. |
| Abstractor: |
As Provided |
| Notes: |
http://doi.org/10.17605/OSF.IO/8Z739 |
| Entry Date: |
2025 |
| Accession Number: |
EJ1484379 |
| Database: |
ERIC |