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DECONSTRUCTING COMPREHENSIBILITY

Studies in second language acquisition, 2012-09, Vol.34 (3), p.475-505 [Peer Reviewed Journal]

Copyright © Cambridge University Press 2012 ;ISSN: 0272-2631 ;EISSN: 1470-1545 ;DOI: 10.1017/S0272263112000150 ;CODEN: SLACEF

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  • Title:
    DECONSTRUCTING COMPREHENSIBILITY
  • Author: Isaacs, Talia ; Trofimovich, Pavel
  • Subjects: English as a second language instruction ; English as a second language tests ; English as an international language ; Fluency ; French language ; Intelligibility ; International languages ; Language teaching methods ; Limited English proficiency ; Listening comprehension ; Pronunciation ; Scalarity (Semantics) ; Second language learning ; Second language teachers ; Speech ; Stress
  • Is Part Of: Studies in second language acquisition, 2012-09, Vol.34 (3), p.475-505
  • Description: Comprehensibility, a major concept in second language (L2) pronunciation research that denotes listeners’ perceptions of how easily they understand L2 speech, is central to interlocutors’ communicative success in real-world contexts. Although comprehensibility has been modeled in several L2 oral proficiency scales—for example, the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS)—shortcomings of existing scales (e.g., vague descriptors) reflect limited empirical evidence as to which linguistic aspects influence listeners’ judgments of L2 comprehensibility at different ability levels. To address this gap, a mixed-methods approach was used in the present study to gain a deeper understanding of the linguistic aspects underlying listeners’ L2 comprehensibility ratings. First, speech samples of 40 native French learners of English were analyzed using 19 quantitative speech measures, including segmental, suprasegmental, fluency, lexical, grammatical, and discourse-level variables. These measures were then correlated with 60 native English listeners’ scalar judgments of the speakers’ comprehensibility. Next, three English as a second language (ESL) teachers provided introspective reports on the linguistic aspects of speech that they attended to when judging L2 comprehensibility. Following data triangulation, five speech measures were identified that clearly distinguished between L2 learners at different comprehensibility levels. Lexical richness and fluency measures differentiated between low-level learners; grammatical and discourse-level measures differentiated between high-level learners; and word stress errors discriminated between learners of all levels.
  • Publisher: New York, USA: Cambridge University Press
  • Language: English
  • Identifier: ISSN: 0272-2631
    EISSN: 1470-1545
    DOI: 10.1017/S0272263112000150
    CODEN: SLACEF
  • Source: ProQuest One Psychology
    AUTh Library subscriptions: ProQuest Central
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