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In:English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 197–222

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Chapter 9
Rationale and design of a study of foreign-accented academic English

 | Grenoble Alpes University
 | Grenoble Alpes University
Published online: 13 October 2021
DOI logo with link
https://doi.org/10.1075/aals.19.09fro
Abstract
This chapter explores the intersection of English Medium Instruction (EMI) and Foreign-Accented Speech (FAS), particularly in French higher education, while outlining the developmental phases of the nascent IP-CAFES research project. Pertinent research into cognitive load, accentedness, and prosody is summarised before we describe the creation of a specialised corpus and an experimental protocol using content from that corpus. Pedagogical implications are also addressed, for both speaker and listener training.
Article outline
  • Introduction
  • Context
    • European EMI: Speakers and listeners
    • Complex learning, cognitive load, and accentedness
    • Prosody and comprehensibility
    • Language transfer and its impact
  • IP-CAFES project
    • Research questions and hypotheses
    • Collecting the corpus recordings
    • Selecting and creating the stimuli
    • Creating and administering the perception tests
    • Using qualitative and quantitative data
  • Pedagogical implications
    • Course content and format
    • Speaker training
    • Listener training
  • Conclusion
  • Notes
  • References
  • Appendix
References (83)
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