This aims to investigate how proficient ELF (English as a Lingua Franca) speakers from different L1 backgrounds evaluate pronunciations and intelligibility of the Korean L2 English learners. Chosen raters are 13 international students in Korea from 10 Asian countries; Azerbaijan, Bangladesh, China, Korea, Laos, Malaysia, Singapore, Thailand, Uzbekistan, and Yemen. They are classified into two groups; 4 from ESL (English as a Second Language) and 9 from EFL (English as a Foreign Language) countries. As a research method, the raters listened to the 125 sentences selected from graded Genie SpeeCor (Genie Korean L2 English Speech Corpus, 2016), and carried out holistic and analytic evaluation based on the 5-point Likert scale on different days. The four elements of analytic evaluation are speech speed & pause, stress, intonation, and segmental features. Several findings of importance are following. First, this study investigated the correlation among evaluation results of 13 raters. The Pearson's correlation analysis showed that, in holistic evaluation, every rater was highly correlated each other with values ranging around 0.75; however, in analytic evaluation, raters only from ESL countries showed high correlation with values ranging around 0.70. Moreover, compared with the evaluation result of Genie SpeeCor, rater groups classified as ENL, ESL, and EFL were highly correlated with values ranging around 0.90. In other words, correlative evaluation results are derived from raters' English proficiency, not from raters' L1 backgrounds. Second, even if the evaluation results were highly correlated, the evaluation behaviors of Asian ELF speakers showed some differences. The Pearson's correlation coefficient values were high between holistic scores and average of analytic components and between holistic scores and segmental features. Also, the linear regression analysis indicated that the scores of segmental features exerted a strong influence on holistic scores. Meanwhile, compared with the standard deviation values, Asian ELF speakers did not recognize the rising or falling intonation according to the interrogative structure in English. This finding implies that Asian raters do not use the native speaker's norm in evaluating intonation difference in interrogative. Third, despite their non-canonical English pronunciations, Asian ELF speakers ed high speech intelligibility in 2 to 5 graded sentences in interviews due to their familiarity with Korean language and Koreans' English pronunciation. Also, raters showed different perception in evaluation and communication situation. They significantly emphasizes on segmental features in evaluation, but not in communication. This result offers conflicting results with Lingua Franca Core (Jenkins, 2000, 2002), which underlines accurate segmental sounds in intelligible ELF communication. In conclusion, the proficient ELF speakers from Asia showed obvious differences in evaluation behavior, but evaluation results were highly correlative among Asian raters and among groups such as ENL, ESL, and EFL. Therefore, for multicultural society, this study suggests ELF perspective in communication ability centered education. The English education in Korea should progress from sticking to the canonical norms of native speakers to enhance intelligibility in Lingua Franca contexts. ELF perspectives can help enhance intelligibility between speakers from different lingual and cultural backgrounds, inspire recognition about a variety of English pronunciation, and motivate learners to communicative English learning.
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