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Foreign language enjoyment and anxiety: the effect of teacher and learner variables
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Linguistic correlates of comprehensibility in second language Japanese speech
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In: Linguistic correlates of comprehensibility in second language Japanese speech (2017)
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Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech?
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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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Abstract:
The current project aimed to investigate the potentially different linguistic correlates of comprehensibility (i.e., ease of understanding) and accentedness (i.e., linguistic nativelikeness) in adult second language (L2) learners’ extemporaneous speech production. Timed picture descriptions from 120 beginner, intermediate, and advanced Japanese learners of English were analyzed using native speaker global judgments based on learners’ comprehensibility and accentedness, and then submitted to segmental, prosodic, temporal, lexical, and grammatical analyses. Results showed that comprehensibility was related to all linguistic domains, and accentedness was strongly tied with pronunciation (specifically segmentals) rather than lexical and grammatical domains. In particular, linguistic correlates of L2 comprehensibility and accentedness were found to vary by learners’ proficiency levels. In terms of comprehensibility, optimal rate of speech, appropriate and rich vocabulary use, and adequate and varied prosody were important for beginner to intermediate levels, whereas segmental accuracy, good prosody, and correct grammar featured strongly for intermediate to advanced levels. For accentedness, grammatical complexity was a feature of intermediate to high-level performance, whereas segmental and prosodic variables were essential to accentedness across all levels. These findings suggest that syllabi tailored to learners’ proficiency level (beginner, intermediate, or advanced) and learning goal (comprehensibility or nativelike accent) would be advantageous for the teaching of L2 speaking.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/13311/ https://doi.org/10.1017/S0142716414000502 https://eprints.bbk.ac.uk/id/eprint/13311/2/13311.pdf
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Flawed self-assessment: investigating self- and other-perception of second language speech
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Differential effects of instruction on the development of second language comprehensibility, word Stress, rhythm, and intonation: the case of inexperienced Japanese EFL learners
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Lexical correlates of comprehensibility versus accentedness in second language speech
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Foreign accentedness revisited: Canadian and Singaporean raters’ perception of Japanese-accented English
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Development of Comprehensibility and its Linguistic Correlates: A Longitudinal Study of Video-Mediated Telecollaboration
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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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Effects of recasts and prompts on L2 pronunciation development: teaching English /r/ to Korean adult EFL learners
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Experience effects on the development of late second language learners’ oral proficiency
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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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Developing second language oral ability in foreign language classrooms: the role of the length and focus of instruction and individual differences
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The role of age of acquisition in late second language oral proficiency attainment
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Communicative focus on second language phonetic form: Teaching Japanese learners to perceive and produce English /ɹ/ without explicit instruction
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Variables affecting the effects of recasts on L2 pronunciation development
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