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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Supporting_Information_ed – Supplemental material for How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Supporting_Information_ed – Supplemental material for How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels ...
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Acoustic characteristics and learner profiles of low, mid and high-level second language fluency
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The perception-production link revisited: the case of Japanese learners' English /r/ performance
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Advanced second language segmental and suprasegmental acquisition
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Linguistic dimensions of l2 accentedness and comprehensibility vary across speaking tasks
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Abstract:
This study critically examined the previously reported partial independence between second language (L2) accentedness (degree to which L2 speech differs from the target variety) and comprehensibility (ease of understanding). In prior work, comprehensibility was linked to multiple linguistic dimensions of L2 speech (phonology, fluency, lexis, grammar) whereas accentedness was narrowly associated with L2 phonology. However, these findings stemmed from a single task (picture narrative), suggesting that task type could affect the particular linguistic measures distinguishing comprehensibility from accentedness. To address this limitation, speech ratings of 10 native listeners assessing 60 speakers of L2 English in three tasks (picture narrative, IELTS, TOEFL) were analyzed, targeting two global ratings (accentedness, comprehensibility) and 10 linguistic measures (segmental and word stress accuracy, intonation, rhythm, speech rate, grammatical accuracy and complexity, lexical richness and complexity, discourse richness). Linguistic distinctions between accentedness and comprehensibility were less pronounced in the cognitively complex task (TOEFL), with overlapping sets of phonology, lexis, and grammar variables contributing to listener ratings of accentedness and comprehensibility. This finding points to multifaceted, task-specific relationships between these two constructs.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1017/S027226311700016X https://eprints.bbk.ac.uk/id/eprint/18606/1/SSLA2017.pdf https://eprints.bbk.ac.uk/id/eprint/18606/
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The role of aptitude in second language segmental learning: the case of Japanese learners’ English /r/ pronunciation attainment in classroom settings
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Explicit and implicit aptitude effects on second language speech learning: scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures
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Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: a cross-sectional and longitudinal study
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Advanced second language segmental and suprasegmental acquisition
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Effects of video-based interaction on the development of second language listening comprehension ability: a longitudinal study
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Acoustic characteristics and learner profiles of low-, mid- and high-level second language fluency
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Video-based interaction, negotiation for comprehensibility, and second language speech learning: a longitudinal study
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Effects of sound, vocabulary and grammar learning aptitude on adult second language oral ability in foreign language classrooms
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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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Linguistic correlates of comprehensibility in second language Japanese speech
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A longitudinal investigation of the relationship between motivation and late second language speech learning in classroom settings
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