Beyond Linguistic Features: Exploring Behavioral and Affective Correlates of Comprehensible Second Language Speech

Autor/inn/en	Nagle, Charles L.; Trofimovich, Pavel; O'Brien, Mary Grantham; Kennedy, Sara
Titel	Beyond Linguistic Features: Exploring Behavioral and Affective Correlates of Comprehensible Second Language Speech
Quelle	In: Studies in Second Language Acquisition, 44 (2022) 1, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nagle, Charles L.) ORCID (Trofimovich, Pavel) ORCID (O'Brien, Mary Grantham)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263121000073
Schlagwörter	English (Second Language); Second Language Learning; Intelligibility; Speech; Anxiety; Cooperation + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Speaking; Sprechen; Angst; Co-operation; Kooperation
Abstract	Comprehensibility, or ease of understanding, has emerged as an important construct in second language (L2) speech research. Many studies have examined the linguistic features that underlie this construct, but there has been limited work on behavioral and affective predictors. The goal of this study was therefore to examine the extent to which anxiety and collaborativeness predict interlocutors' perception of one another's comprehensibility. Twenty dyads of L2 English speakers completed three interactive tasks. Throughout their 17-minute interaction, they were periodically asked to evaluate their own and each other's anxiety and collaborativeness and to rate their partner's comprehensibility using 100-point scales. Mixed-effects models showed that partner anxiety and collaborativeness predicted comprehensibility, but the relative importance of each predictor depended on the nature of the task. Self-collaborativeness was also related to comprehensibility. These findings suggest that comprehensibility is sensitive to a range of linguistic, behavioral, and affective influences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01