Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech
Dados Bibliográficos
| ID | 21360445 |
|---|---|
| Autores | Christopher L Nagle (0000-0003-2712-2705, Department of Spanish and Portuguese, The University of Texas at Austin Austin Texas USA, autor correspondente), Amanda Huensch (0000-0001-6229-3521, Department of Linguistics University of Pittsburgh Pittsburgh Pennsylvania USA), Germán Zárate–Sández (Department of Spanish Western Michigan University Kalamazoo Michigan USA), Germán Zárate-Sández (0000-0001-6884-8305, Western Michigan University) |
| Ano | 2023 |
| Volume | 107 |
| Fascículo | 1 |
| Páginas | 202-221 |
| Data de publicação | 2023-03-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Modern Language Journal (JOURNAL) |
| Identificadores do periódico | ISSN: 0026-7902 • E-ISSN: 1540-4781 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/modl.12827 |
| OpenAlex | W4367055979 |
| Idioma | EN |
| Citações recebidas | 5 |
| Referências citadas | 52 |
Although current approaches to second language (L2) pronunciation underscore that instruction should concentrate on pronunciation features that help learners be more intelligible (and not necessarily more native like), there is little empirical evidence as to what those features are, especially in languages other than English. To address this gap, this exploratory study examined phonetic predictors of listener‐based dimensions—namely, intelligibility, comprehensibility, and foreign accent—in L2 Spanish speech. Samples were taken from 42 Spanish learners of varying proficiency while performing a picture description task, rated for global measures by 80 native Spanish listeners, coded for phonemic errors, and analyzed phonetically for pronunciation features that previous research has reported as challenging for English‐speaking learners. Mixed‐effects models were fit to the data to examine relationships between the phonetic features and the listener‐based dimensions. Results revealed that rising intonation and diphthongization of word‐final /o/ predicted intelligibility, rising intonation predicted comprehensibility, and a variety of features were associated with foreign accent. Overall, results confirmed that non‐target‐like production of L2 pronunciation, including areas known to be challenging for Spanish learners, does not necessarily lead to intelligibility and comprehensibility issues. Based on these findings, we make recommendations regarding what features should be prioritized in L2 pronunciation instruction
Active listening · First language · Foreign language · Intelligibility (philosophy) · Intonation (linguistics) · Linguistics · Pitch accent · Pronunciation · Prosody · Second language · Stress (linguistics) · Communication · Computer Science · Phonetics and Phonology Research · Psychology · Speech and Audio Processing · Speech Recognition and Synthesis
Spanish—Issues in Applied Phonology, Phonetics, and Pronunciation
Intelligibility
The L2 Spanish Listener Ratings Dataset (L2SLRD)
Assessing intelligibility as conceptualised within the Cefr-companion volume (CV) framework using Adaptive Comparative Judgement
Relating pronunciation distance metrics to intelligibility across English accents
Pronunciation Fundamentals
Disentangling accent from comprehensibility
Accent, Intelligibility, and Comprehensibility
The Measurement of Observer Agreement for Categorical Data
Fitting Linear Mixed-Effects Models Using lme4
A Longitudinal Study of Voice Onset Time Development in L2 Spanish Stops
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness
Doing L2 Speech Research Online
Revisiting the moderating effect of speaker proficiency on the relationships among intelligibility, comprehensibility, and accentedness in L2 Spanish
The Development of L2 Spanish Intonation During a Study Abroad Immersion Program in León, Spain
Second Language Spanish Vowel Production
Context of learning and second language development of Spanish vowels
Intervocalic Tap and Trill Production in the Acquisition of Spanish as a Second Language
L2 Acquisition of Spanish VOT by English-Speaking Immigrants in Spain
Transcription of Intonation of the Spanish Language
Factors Influencing the Acquisition of Spanish Voiced Stop Spirantization during an Extended Stay Abroad
The functional load principle in ESL pronunciation instruction
Visual feedback and second language segmental production
Experience, representations and the production of second language allophones
Linguistic Dimensions of Accentedness and Comprehensibility
Variation and universals in VOT
Changing Contexts and Shifting Paradigms in Pronunciation Teaching
(Generalized Linear) Mixed-Effects Modeling
Which Features of Spanish Learners' Pronunciation Most Impact Listener Evaluations
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
On Voice-onset Time as a Cue to Foreign Accent in Spanish
Voice-onset times for Castilian Spanish initial stops
English voiceless stop production by speakers of Brazilian Portuguese
Effects of Second Language Pronunciation Teaching Revisited
Empirical Approaches to Measuring the Intelligibility of Different Varieties of English in Predicting Listener Comprehension
L2 Learners' Assessments of Accentedness, Fluency, and Comprehensibility of Native and Nonnative German Speech
Foreign Accent, Comprehensibility, and Intelligibility in the Speech of Second Language Learners
The Effect of Speaker Proficiency on Intelligibility, Comprehensibility, and Accentedness in L2 Spanish
| Obras citantes distintas | 5 |
|---|---|
| Citações por ano | 2,5 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 5 |