The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish: A Conceptual Replication and Extension of Munro and Derwing (1995a)

Autor/inn/en	Huensch, Amanda; Nagle, Charlie
Titel	The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish: A Conceptual Replication and Extension of Munro and Derwing (1995a)
Quelle	In: Language Learning, 71 (2021) 3, S.626-668 (43 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huensch, Amanda) ORCID (Nagle, Charlie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12451
Schlagwörter	Mutual Intelligibility; Second Language Learning; Comprehension; Dialects; Pronunciation; Spanish; Language Proficiency; Phonemes; Grammar; Error Patterns; College Students; Suprasegmentals + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Verstehen; Verständnis; Dialect; Dialekt; Aussprache; Spanisch; Language skill; Language skills; Sprachkompetenz; Fonem; Grammatik; Fehlertyp; Collegestudent
Abstract	This study investigated the relationship among intelligibility, comprehensibility, and accentedness in the speech of second language learners of Spanish of varying proficiency in instructed contexts. It conceptually replicated studies by Munro and Derwing (1995a) and Derwing and Munro (1997), who found partial independence among the three speech dimensions but also evidence that proficiency may mediate the relationship between linguistic features of stimuli (e.g., phonemic and grammatical error rates) and speech dimensions. Speech data from 42 second language learners of Spanish recruited from two different universities were elicited via a semispontaneous speaking task: the picture-based narration from the initial study. Amazon Mechanical Turk was used to recruit 80 native Spanish listeners to transcribe and rate extracted utterances. The utterances were coded for grammatical and phonemic errors, goodness of prosody, and speaking rate. Analyses included mixed-effects models that allowed estimation of individual variation across facets of the data, particularly those of listeners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01