Abstract English as a medium of instruction in settings in which the listeners are L2 users has led to concern over learning outcomes for students as well as stereotyping of lecturers. Students report problems understanding their (L2) lecturers’ accent, but this concern has typically been treated as a sign of stereotyping towards non-native speakers. Low intelligibility, then, is seen as a product of prejudice. Some researchers, however, have proposed theorizing negative attitudes partially as a consequence of more effort required to understand unfamiliar accents. In this study we test L2 listeners’ perceived and actual understanding of as well as attitudes towards one familiar and one less familiar accent. We further manipulate the effort required to understand the speakers by adding noise simulating the adverse listening conditions in which instruction often occurs. Perceptions of the native speaker are negatively affected by noise. Understanding is lower in high noise conditions and she is perceived as less capable. Contrary to our expectations, the listeners’ evaluation of the L2 speaker is not affected by noise. The uptake, we suggest, is that we should not be overly concerned with L2-L2 English medium instruction in adverse listening conditions.

中文翻译：

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EMI 中的可理解性、讲座回忆和态度

摘要 在听众是 L2 使用者的环境中，英语作为教学媒介已经导致对学生学习成果的担忧以及对讲师的刻板印象。学生报告在理解他们的 (L2) 讲师口音方面存在问题，但这种担忧通常被视为对非母语人士的刻板印象。因此，低可懂度被视为偏见的产物。然而，一些研究人员提出将消极态度理论化的部分原因是需要更多的努力来理解陌生的口音。在这项研究中，我们测试了二语听众对一种熟悉的口音和一种不太熟悉的口音的感知和实际理解以及态度。我们通过添加噪音来模拟经常发生指令的不利聆听条件，从而进一步操纵理解说话者所需的努力。母语者的感知会受到噪音的负面影响。在高噪音条件下理解力较低，并且她被认为能力较低。与我们的预期相反，听众对 L2 扬声器的评价不受噪声影响。我们建议，在不利的听力条件下，我们不应过分关注 L2-L2 英语中等教学。