出版社：Servicio de Publicaciones de la Universidad Complutense
摘要：Actualmente, el inglés es empleado como segunda lengua en interacciones entre hablantes de inglés no-nativos provenientes de diferentes nacionalidades. El propósito de este trabajo es identificar variaciones fonológicas que producen rupturas en el discurso hablado en interacciones entre ellos. Utilizando algunas de las características fonológicas que conforman la “Lingua Franca Core” propuesta por Jenkins (2000), estas desviaciones fueron clasificadas conforme a su impacto en la preservación de la mutua inteligibilidad. Participaron en este estudio catorce estudiantes internacionales de la Universidad de Concordia, en Montreal, Canadá1. Estos alumnos fueron agrupados en pares para completar una tarea comunicativa en inglés, usando sus propios acentos regionales. Posteriormente, el entrevistador, junto con cada par, analizó cada una de las instancias en donde la comunicación había sido interrumpida. La tarea y la posterior entrevista fueron grabadas, transcriptas y analizadas. Los resultados demostraron que las desviaciones segmentales, conjuntamente con la incorrecta localización del acento tonal resultaron ser los principales factores que afectaron la inteligibilidad entre los interlocutores. Finalmente, se abordan algunas cuestiones relacionadas con las implicancias pedagógicas del estudio.
其他摘要：At present, English is being used as a second language in interactions among English native speakers and non-native speakers from different nationalities. The spread of English often creates special challenges related to mutual intelligibility of non-native speakers whose first languages are different. The purpose of this paper is two-fold: (i) to identify elements of speech that contribute to unintelligibility between non-native speakers of different L1s, and (ii) to analyze the impact that an activity on English as an international language (EIL) had on 21 pre-service students –whose L1 was Spanish- attending a pronunciation course at Universidad Nacional de Mar del Plata, Argentina. The speech data for this study were collected from 14 international students studying at Concordia University, Montreal, Canada. The students, who came from various backgrounds were paired with a different-L1 partner and recorded in a dyadic interaction task. Each pair of students then participated in a stimulated recall task, listening to their recording and identifying instances of communication breakdown. These recordings were transcribed and analyzed by the 21 student teachers. Then, using the Lingua Franca Core as an analytical framework (Jenkins, 2000), they identified cases of communication breakdown for possible sources of unintelligibility. Results revealed that non-native production of some segments, especially when they are combined with misplacement of nuclear stress, were the greatest source of unintelligibility between different- L1 speakers. Most listeners acknowledged having gained some awareness of the importance of EIL for their own language development. Some pedagogical implications for the teaching of EIL were discussed.
关键词：inglés como lengua internacional;inteligibilidad;fonología aplicada.;l’anglais comme langue internationale;intelligibilité;phonologique appliquée.
其他关键词：English as an international language;intelligibility;applied phonology.
