The Intelligibility and Comprehensibility of Learner Speech in Russian: A Study in the Salience of Pronunciation, Lexicon, Grammar and Syntax

This study of L-2 Russian interlanguage production examined the salience of phonetic, lexical and syntactical features for L-1 listener intelligibility, based on L-2recitation of written scripts (Part I) and also unrehearsed speech (Part II). Part III of the study investigated strategies used by native-speaking teachers of Russian as a Second Language and experienced Russian host families to facilitate comprehensibility of L-2Russian speech. The respondent group consisted of 51 native-Russian speakers plus a 20-member ethnic Russian control group, whose speech samples were also rated by the informant group. The 51 respondents comprised four sub-groups based on residency (Russia/US), profession (teacher/non-teacher of Russian as a Second Language), experience with Americans and knowledge of English. Part I participants listened to eight L-2 American speakers of Russian of beginning, intermediate, advanced and superior proficiency levels read a text in Russian and noted which aspect(s) of L-2 speech affected intelligibility. In Part II, participants listened to the same L-2 speakers spontaneously speak in Russian about their families, and then recorded which non-nativelike productions in grammar, pronunciation, lexicon and syntax were salient. In Part III, 18 L-2 Russian Teachers and 8 Russian home-stay family hosts were surveyed regarding both effective and ineffective strategies used to facilitate comprehensibility with American speakers of Russian. The results of Part I revealed the salience of L-2 pronunciation (especially of paired consonants) by speakers of all proficiency levels for L-1 listener intelligibility. However, data revealed that native Russian listeners rated “lack of emotional expression”[intonational contours] as having most interfered with the intelligibility of speakers in the control group. Part II findings confirmed that, although ratings across different respondent groups varied regarding L-2 proficiency levels and degree of incomprehensibility, non-nativelike pronunciation by L-2 speakers of all levels resulted in the greatest incomprehensibility for L-1 listeners. Six of the eight respondent groups determined that incorrect word choice by Level 1, 2 and 4 L-2 speakers resulted in incomprehension. Four of the eight respondent groups identified non-normative productions in L-2 syntax by Level 1 and 2 speakers as salient. Hesitation devices and fillers used by L-2 speakers also resulted in L-1 listener incomprehension. The results of Part III showed that inter-active strategies used to clarify or improve poor L-2 pronunciation or grammar knowledge are most effective when students are highly motivated, have low inhibition, and make a concerted effort to communicate with their teachers, as well as with home-stay hosts

The Intelligibility and Comprehensibility of Learner Speech in Russian: A Study in the Salience of Pronunciation, Lexicon, Grammar and Syntax

This study of L-2 Russian interlanguage production examined the salience of phonetic, lexical and syntactical features for L-1 listener intelligibility, based on L-2recitation of written scripts (Part I) and also unrehearsed speech (Part II). Part III of the study investigated strategies used by native-speaking teachers of Russian as a Second Language and experienced Russian host families to facilitate comprehensibility of L-2Russian speech. The respondent group consisted of 51 native-Russian speakers plus a 20-member ethnic Russian control group, whose speech samples were also rated by the informant group. The 51 respondents comprised four sub-groups based on residency (Russia/US), profession (teacher/non-teacher of Russian as a Second Language), experience with Americans and knowledge of English. Part I participants listened to eight L-2 American speakers of Russian of beginning, intermediate, advanced and superior proficiency levels read a text in Russian and noted which aspect(s) of L-2 speech affected intelligibility. In Part II, participants listened to the same L-2 speakers spontaneously speak in Russian about their families, and then recorded which non-nativelike productions in grammar, pronunciation, lexicon and syntax were salient. In Part III, 18 L-2 Russian Teachers and 8 Russian home-stay family hosts were surveyed regarding both effective and ineffective strategies used to facilitate comprehensibility with American speakers of Russian. The results of Part I revealed the salience of L-2 pronunciation (especially of paired consonants) by speakers of all proficiency levels for L-1 listener intelligibility. However, data revealed that native Russian listeners rated “lack of emotional expression”[intonational contours] as having most interfered with the intelligibility of speakers in the control group. Part II findings confirmed that, although ratings across different respondent groups varied regarding L-2 proficiency levels and degree of incomprehensibility, non-nativelike pronunciation by L-2 speakers of all levels resulted in the greatest incomprehensibility for L-1 listeners. Six of the eight respondent groups determined that incorrect word choice by Level 1, 2 and 4 L-2 speakers resulted in incomprehension. Four of the eight respondent groups identified non-normative productions in L-2 syntax by Level 1 and 2 speakers as salient. Hesitation devices and fillers used by L-2 speakers also resulted in L-1 listener incomprehension. The results of Part III showed that inter-active strategies used to clarify or improve poor L-2 pronunciation or grammar knowledge are most effective when students are highly motivated, have low inhibition, and make a concerted effort to communicate with their teachers, as well as with home-stay hosts

Incarcerated Mothers: What Role Does Communication Play in Successful Family and Community Reintegration?

The Incarcerated Mothers Project (TIFF--Transitioning Incarcerated Females & Families) is a four-tiered investigation into the subject of incarcerated mothers and how communication affects parental dynamics. The first tier of research included an earlier pilot study of 53 incarcerated mother. The second tier involved an experiment assessing the impact of exposure to a documentary narrative about the impact of a mother’s incarceration on her family; results showed significant knowledge gain and empathetic responses among general receivers. This summer, additional footage was added to the documentary, with instrumentation ready for a Fall 2014 data collection. Also this summer, progress was made on the third tier, which involved speaking with various experts and professionals in the field of incarceration and reintegration. These interviews established that both family and community support are vital preventatives toward preventing recidivism. The fourth tier of the project includes developing additional interview questions to continue the pilot study both with the established group of research subjects and extending that research pool for a more expansive data set. Data collected will be used to develop programs in communication, including family communication education modules video education modules for incarcerated and reintegrating populations.https://engagedscholarship.csuohio.edu/u_poster_2014/1011/thumbnail.jp

Criticism or Praise? The Impact of Verbal versus Text-Only Computer Feedback on Social Presence, Intrinsic Motivation, and Recall

The Computers Are Social Actors (CASA) paradigm asserts that human computer users interact socially with computers, and has provided extensive evidence that this is the case. In this experiment (n = 134), participants received either praise or criticism from a computer. Independent variables were the direction feedback (praise or criticism), and voice channel (verbal or text-only). Dependent variables measured via a computer-based questionnaire were recall, perceived ability, intrinsic motivation, and perceptions of the computer as a social entity. Results demonstrate that participants had similar reactions to computers as predicted by interpersonal communication research with participants who received text-only criticism reporting higher levels of intrinsic motivation, perceived ability, and recall. Additionally, the computer was seen as more intelligent. Implications for theory and application are discussed

The Influence of Communication and Cosmopoliteness on Quality of Life Perceptions

The Influence of Communication and Cosmopoliteness on Quality of Life Perception