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Accentedness and comprehensibility research has greatly evolved since its infancy in in the 1980s. As language learner trends have shifted from native-like mastery to being comprehensible to listeners, a broader range of factors, such as speaker rates, and lexical/grammatical measures have since been evaluated for research and pedagogical purposes. This paper attempts the break down the major methodological procedures used in accentedness and comprehensibility research, chiefly, by examining the types of speakers and listeners that are most commonly present in studies, the types of stimuli and rating methods, the various features of accentedness and comprehensibility and listener attitudes, to name a few. Finally, this review briefly highlights what new components should be added in order to further our understanding in this field, both for academic interest and practical pedagogical purposes.
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