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Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters
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Linguistic dimensions of l2 accentedness and comprehensibility vary across speaking tasks
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Using listener judgments to investigate linguistic influences on L2 comprehensibility and accentedness: a validation and generalization study
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Second language pronunciation assessment: Interdisciplinary perspectives
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In: Second Language Acquisition. Multilingual Matters: Bristol, UK. (2017) (In press). (2017)
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Second language speech production: investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels
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Flawed self-assessment: investigating self- and other-perception of second language speech
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Lexical correlates of comprehensibility versus accentedness in second language speech
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Lexical profiles of comprehensible second language speech: the role of appropriateness, fluency, variation, sophistication, abstractness and sense relations
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Lexical Profiles of Comprehensible Second Language Speech: The Role of Appropriateness, Fluency, Variation, Sophistication, Abstractness, and Sense Relations
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In: Studies in Second Language Acquisition , 38 (4) pp. 677-701. (2016) (2016)
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Does a speaking task affect second language comprehensibility?
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Second language comprehensibility revisited: investigating the effects of learner background
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Abstract:
The current study investigated first language (L1) effects on listener judgment of comprehensibility and accentedness in second language (L2) speech. The participants were 45 university-level adult speakers of English from three L1 backgrounds (Chinese, Hindi, Farsi), performing a picture narrative task. Ten native English listeners used continuous sliding scales to evaluate the speakers’ audio recordings for comprehensibility, accentedness, as well as 10 linguistic variables drawn from the domains of pronunciation, fluency, lexis, grammar, and discourse. While comprehensibility was associated with several linguistic variables (segmentals, prosody, fluency, lexis, grammar), accentedness was primarily linked to pronunciation (segmentals, word stress, intonation). The relative strength of these associations also varied as a function of the speakers’ L1, especially for comprehensibility, with Chinese speakers influenced chiefly by pronunciation variables (segmental errors), Hindi speakers by lexicogrammar variables, and Farsi speakers showing no strong association with any linguistic variable. Results overall suggest that speakers’ L1 plays an important role in listener judgments of L2 comprehensibility and that instructors aiming to promote L2 speakers’ communicative success may need to expand their teaching targets beyond segmentals to include prosody-, fluency-, and lexicogrammar-based targets.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1002/tesq.203 https://eprints.bbk.ac.uk/id/eprint/13305/3/13305.pdf https://eprints.bbk.ac.uk/id/eprint/13305/
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