College of Foreign Languages

This paper investigates accentedness in the speech of Chinese learners of English as a foreign language (EFL). 20 native English listeners rate for accentedness, comprehensibility and intelligibility after listening to 30 sentences produced by 28 Chinese EFL learners and 2 native English speakers. Through the rating task and a questionnaire, the study reveals: a) that among different aspects of pronunciation, prosodic features have a significant correlation with accentedness; moreover, they play the most important role in affecting comprehension of accented speech; b) that there is a significant negative correlation between accentedness and comprehension of accented speech; and c) that the English native speakers hold a fairly tolerant and postive attitude towards accentedness. Pedagogical implications of the study are discussed to shed light on English Phonetics teaching.

The rise of Non-institutional translation is due to the joint development of translation technology multilingual education and cyberspace. To be specific translation technology empowers netizens with translation competence multilingual education facilitates the netizens utilization of linguistic resources critically and creatively and cyberspace provides netizens with a platform to respond to social reality. Free from the constraints of the translation