1887
image of Rating L2 speaker comprehensibility on monologic vs. interactive tasks
  • ISSN 2215-1931
  • E-ISSN 2215-194X
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Abstract

Abstract

Second language (L2) scholars generally agree that pronunciation development should prioritize understandable over nativelike speech. However, which linguistic features enable understanding lacks clarity. While monologic research indicates a combined effect of segmental and suprasegmental measures, interactive research has emphasized a segmental focus. The current study takes a step in addressing this divide by applying a monologic methodology to interactive speech. 20 L2 English learners completed one interactive and three monologic tasks. 36 native listeners rated each speaker per task for comprehensibility. I additionally coded all utterances for a series of phonological and fluency measures. Surprisingly, segmental and suprasegmental measures had minimal impact on listerners’ ratings. Instead, ratings for the two more linguistically-constrained monologic tasks demonstrated stronger associations with fluency measures than the less-constrained monologic and interactive tasks. This finding is likely an effect of (a) increased cognitive task demands placed on speakers, and (b) listener familiarity with L2 English speech.

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2020-02-13
2020-02-28
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  • Article Type: Research Article
Keywords: task effect; comprehensibility; second language pronunciation; interaction
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