Abstract：
This study investigates the impact of segmental accuracy and nucleus placement on the comprehensibility of English as an International Language (EIL), with the aim of informing phonological norms and teaching models. Speech samples from 59 EIL speakers with varying levels of segmental accuracy were collected during a reading task, involving reading a passage in three different versions of speech, each version lasting approximately 30 to 40 s. To directly compare the impact of nuclear stress placement on comprehensibility, based on these samples, two versions of stimuli were created, each differing only in their placement of nuclear stress - either correct or incorrect. The correctness of placements was determined by seven native speakers of English. Eight native English speakers, aged 19-24, and eight EIL speakers, aged 20-24 with an upper-intermediate to advanced proficiency level, rated the comprehensibility of the two versions of speech. Results suggest that while correct nucleus placement enhances comprehensibility for native English listeners, it has little influence on EIL listeners. Segmental accuracy in EIL speech impacts comprehensibility substantially more than nucleus placement on both native and EIL listeners, indicating that English language teaching should focus on minimizing segmental errors to improve comprehensibility for EIL speakers, despite the benefits of correct nucleus placement.
摘要：
本研究调查了节段准确性和核位置对英语作为国际语言（EIL）的可理解性的影响，目的是告知语音规范和教学模式。在阅读任务期间，收集了59个EIL说话者的语音样本，涉及阅读三个不同版本的演讲，每个版本持续大约30到40秒。为了直接比较核应力放置对可理解性的影响，基于这些样本，创建了两个版本的刺激，每个人的不同之处仅在于核应力的位置-正确或不正确。安置的正确性由七个以英语为母语的人确定。八个以英语为母语的人，19-24岁，8个EIL使用者，20-24岁，具有中高级到高级水平，对两个版本的演讲的可理解性进行了评级。结果表明，尽管正确的细胞核放置可以增强英语母语听众的可理解性，它对EIL听众影响不大。EIL语音的分段准确性对本地和EIL听众的可理解性的影响远大于核放置，这表明英语教学应侧重于尽量减少分段错误，以提高EIL使用者的可理解性，尽管正确的核放置有好处。
