Accent, listening assessment and the potential for a shared-L I advantage: A DIF perspective.

Autor/in	Harding, Luke
Titel	Accent, listening assessment and the potential for a shared-L I advantage: A DIF perspective.
Quelle	In: Language testing, 29 (2012) 2, S. 163-180Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Abbildungen 2; Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0265-5322; 1477-0946
DOI	10.1177/0265532211421161
Schlagwörter	Empirische Forschung; Kognition; Methodik; Hörverständnis; Englisch als Zweitsprache; Australien
Abstract	This paper reports on an investigation of the potential for a shared-L1 advantage on an academic English listening test featuring speakers with L2 accents. Two hundred and twelve second-language listeners (including 70 Mandarin Chinese L1 listeners and 60 Japanese L1 listeners) completed three versions of the University Test of English as a Second Language (UTESL) listening sub-test which featured an Australian English-accented speaker, a Japanese-accented speaker and a Mandarin Chinese-accented speaker. Differential item functioning (DIF) analyses were conducted on data from the tests which featured L2-accented speakers using two methods of DIF detection - the standardization procedure and the Mantel-Haenszel procedure - with candidates matched for ability on the test featuring the Australian English-accented speaker. Findings showed that Japanese L1 listeners were advantaged on a small number of items on the test featuring the Japanese-accented speaker, but these were balanced by items which favoured non-Japanese L1 listeners. By contrast, Mandarin Chinese L1 listeners were clearly advantaged across several items on the test featuring a Mandarin Chinese L1 speaker. The implications of these findings for claims of bias are discussed with reference to the role of speaker accent in the listening construct. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2012/4