Intelligibility of Language Learners to Native Speakers: Evidence from Iranian ESL Learners Conversing with Canadians
Bibliographic record
Abstract
This study attempted to investigate the extent to which phonological characteristics of Farsi interfere with Iranian ESL learners‟ intelligibility when they interact with Canadian native English speakers. Most Iranians who learn English as a foreign or a second language would face phonologically-based difficulties that affect their comprehensibility when they communicate with native speakers. This study utilized a sample of five Iranian ESL learners and five Canadian native speakers as participants. Through the study, Iranian ESL learners underwent an interview and were asked to read twenty paired sentences that contained missing vowels and consonants in Farsi, and ten sentences including consonant clusters aloud while being tape recorded. Then, Canadian native speakers were invited to listen to the tape and declare their degrees of perception accordingly. The findings demonstrated that the phonemes and consonant clusters which do not exist in the Farsi phonological system and the difference in syllabic construction of two languages caused difficulties for Iranian ESL learners to be comprehended to a varying degree.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".