Using Listener Judgements to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study.

Autor/inn/en	Saito, Kazuya; Trofimovich, Pavel; Isaacs, Talia
Titel	Using Listener Judgements to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study.
Quelle	In: Applied linguistics, 38 (2017) 4, S. 439-462Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben; Tabellen 8
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1477-450X
Schlagwörter	Empirische Forschung; Validität; Verstehen; Fremdsprachenunterricht; Englischunterricht
Abstract	The current study investigated linguistic influences on comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness) in second language (L2) learners' extemporaneous speech. Target materials included picture narratives from 40 native French speakers of English from different proficiency levels. The narratives were subsequently rated by 20 native speakers with or without linguistic and pedagogical experience for comprehensibility, accentedness, and 11 linguistic variables spanning the domains of phonology, lexis, grammar, and discourse structure. Results showed that comprehensibility was associated with several linguistic variables (vowel/consonant errors, word stress, fluency, lexis, grammar), whereas accentedness was chiefly linked to pronunciation (vowel/consonant errors, word stress). Native-speaking listeners thus appear to pay particular attention to pronunciation, rather than lexis and grammar, to evaluate nativelikeness but tend to consider various sources of linguistic information in L2 speech in judging comprehensibility. The use of listener ratings (perceptual measures) in evaluating linguistic aspects of learner speech and their implications for language assessment and pedagogy are discussed. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2