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Exploring Phonetic Predictors of Intelligibility, Comprehensibility, and Foreign Accent in L2 Spanish Speech
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Nagle, Charlie L.; Huensch, Amanda; Zárate-Sández, Germán – Modern Language Journal, 2023
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,…
Descriptors: Second Language Learning, Spanish, Phonetics, Intelligibility
Second Language Speech Intelligibility Revisited: Differential Roles of Phonological Accuracy, Visual Speech, and Iconic Gesture
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Wheeler, Page; Saito, Kazuya – Modern Language Journal, 2022
Although intelligibility is a core concept in second language (L2) speech assessment and teaching research, the vast majority of previous work relies on audio-only stimuli. The current study set out to examine how linguistic and visual information jointly interact to determine the degree of speech intelligibility. Both first language (L1) and L2…
Descriptors: Mutual Intelligibility, Native Language, Second Languages, Phonology
Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context
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Nagle, Charlie L.; Trofimovich, Pavel; O'Brien, Mary Grantham; Kennedy, Sara – Modern Language Journal, 2022
Comprehensibility has emerged as a useful and intuitive means of globally evaluating second language (L2) speakers in many research and instructional contexts. In most cases, L2 speakers' comprehensibility is assessed by external listeners who do not engage in extensive communication with the speakers, even though the degree to which a speaker is…
Descriptors: Evaluators, Intelligibility, Pronunciation, Task Analysis
Does Mode of Input Affect How Second Language Learners Create Form-Meaning Connections and Pronounce Second Language Words?
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Uchihara, Takumi; Webb, Stuart; Saito, Kazuya; Trofimovich, Pavel – Modern Language Journal, 2022
This study examined how mode of input affects the learning of pronunciation and form-meaning connection of second language (L2) words. Seventy-five Japanese learners of English were randomly assigned to 1 of 3 conditions (reading while listening, reading only, listening only), studied 40 low-frequency words while viewing their corresponding…
Descriptors: Linguistic Input, English (Second Language), Second Language Learning, Second Language Instruction
Channeling Voices to Improve L2 English Intelligibility
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Lascotte, Darren K.; Tarone, Elaine – Modern Language Journal, 2022
In commercial materials for the teaching of second language (L2) pronunciation, common bottom-up approaches segment phonology into a series of discrete and decontextualized linguistic components with rules that students are encouraged to internalize. Such approaches seem out of step with recent second language acquisition (SLA) theory and research…
Descriptors: Pronunciation, Second Language Learning, Second Language Instruction, English (Second Language)
The Role of Intonation in Foreign Accent.
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Van Els, Theo; De Bot, Kees – Modern Language Journal, 1987
Investigation of the extent to which recognition of a foreign accent is affected by reducing suprasegmental or segmental information involved the reading of five Dutch sentences by native (N=9) and non-native (N=9) speakers. Results indicated that suprasegmental aspects of speech do play a part in a foreign accent. (CB)
Descriptors: Dutch, Intonation, Mutual Intelligibility, Native Speakers