Date of Award
1-1-2025
Document Type
Thesis
Degree Name
M.A. in Modern Languages
First Advisor
Jimin Kahng
Second Advisor
Vance Schaefer
Third Advisor
Tamara Warhol
School
University of Mississippi
Relational Format
dissertation/thesis
Abstract
In response to Japanese learners of English having limited exposure to various English accents in education, this study investigates their comprehensibility, accentedness, intelligibility, and familiarity with different accents. Twelve participants evaluated how easy speakers were to understand and the extent of their accentedness, and transcribed their speech.
Quantitative analysis revealed that Japanese learners of English struggle with understanding certain accented varieties of English, particularly Nigerian English, and are unfamiliar with them. In contrast, General American English and Southern American English speakers were generally perceived as less accented and easier to understand. However, results from the listening transcription task indicated that L1 speakers’ speech does not always guarantee higher comprehensibility or accuracy.
The results showed that in line with Kachru’s (1985) model, Inner Circle speakers were perceived to be more comprehensible and less accented than Non-Inner Circle speakers. As predicted, Japanese learners of English reported being more familiar with General American English than with other varieties of English. Their accent familiarity was significantly correlated with comprehensibility and accentedness ratings, but not with transcription accuracy (intelligibility). Moreover, there were no significant differences in comprehensibility, accentedness, or intelligibility between General American English and Southern American English. These findings suggest that the perception of English varieties is a complex phenomenon influenced by accent status (Inner Circle vs. Non-Inner Circle), accent familiarity, and other additional factors.
Recommended Citation
Machida, Kana, "Comprehensibility, Accentedness, and Intelligibility of English varieties as perceived by Japanese learners of English" (2025). Electronic Theses and Dissertations. 3324.
https://egrove.olemiss.edu/etd/3324