Deconstructing comprehensibility: identifying the linguistic influences on listeners' L2 comprehensibility ratings

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

Disentangling accent from comprehensibility

The goal of this study was to determine which linguistic aspects of second language speech are related to accent and which to comprehensibility. To address this goal, 19 different speech measures in the oral productions of 40 native French speakers of English were examined in relation to accent and comprehensibility, as rated by 60 novice raters and three experienced teachers. Results showed that both constructs were associated with many speech measures, but that accent was uniquely related to aspects of phonology, including rhythm and segmental and syllable structure accuracy, while comprehensibility was chiefly linked to grammatical accuracy and lexical richness

Second language pronunciation assessment: A look at the present and the future

Over three decades ago, Michael Canale summarized what he considered to be the challenges facing language assessment in the era of communicative language learning and teaching: Just as the shift in emphasis from language form to language use has placed new demands on language teaching, so too has it placed new demands on language testing. Evaluation within a communicative approach must address, for example, new content areas such as sociolin- guistic appropriateness rules, new testing formats to permit and encour- age creative, open-ended language use, new test administration procedures to emphasize interpersonal interaction in authentic situa- tions, and new scoring procedures of a manual and judgemental nature. (Canale, 1984: 79) Applied to second language (L2) pronunciation assessment, this descrip- tion remains highly relevant today, raising a number of important issues, such as: broadening the scope of pronunciation assessment beyond the focus on a single aspect of pronunciation (e.g. segmental accuracy) or a single standard (e.g. absence of a discernible nonnative accent); targeting pronunciation assess- ment for various interlocutors in interactive settings, for instance, outside a typical focus on academic performance by students in Western societies; as well as developing and fine-tuning novel assessment instruments and proce- dures. Above all, Canale’s description aptly summarizes an ongoing quest in language assessment to capture the authenticity and interactiveness of language use (e.g. Bachman, 1990; Bachman & Palmer, 2010). The contribu- tions to this edited volume address some of the challenges identified by Canale in innovative ways. Before summarizing these contributions, we hasten to add that no edited volume, including this one, can provide an exhaustive overview of all possible issues in L2 pronunciation assessment; most chapters in this volume are focused on testing or informal evaluative judgements of speech in real-world settings and not on classroom-based assessment, including diagnostic assessment or feedback on test takers’ per- formance. However, the range of topics, the variety of research methodologies and paradigms, and the scope of implications featured here make this volume a timely addition to the growing area of L2 pronunciation assessment

Editorial

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/112182/1/lang12134.pd

Linguistic dimensions of second language accent and comprehensibility:Nonnative listeners' perspectives

The current study investigated the effect of listener status (native, nonnative) and language background (French, Mandarin) on global ratings of second language speech. Twenty-six nonnative English listeners representing the two language backgrounds (n = 13 each) rated the comprehensibility and accentedness of 40 French speakers of English. These same speakers were previously rated by native listeners and coded for 19 linguistic measures of speech (e.g., segmental errors, word stress errors, grammar accuracy) in Trofimovich and Isaacs (2012). Analyses indicated no difference in global ratings between nonnative and native listeners, or between the two nonnative listener groups. Similarly, no major differences in the linguistic dimensions associated with each group’s ratings existed. However, analyses of verbal reports for a subset of nonnative listeners (n = 5 per group) demonstrated that each group attributed their ratings to somewhat different linguistic cues

Радянський союз і українсько-польська війна

Трофимович Володимир Васильович - доктор історичних наук, професор, завідувач кафедри історії Національного університету «Острозька академія» (м. Острог)

A Russian Gil Blas, or The Adventures of Prince Gavrilo Simonovich Chistyakov

Although Vasily Trofimovich Narezhny (1780-1825) is generally considered to be one of the pioneers of the modern novel in Russia, his works have yet to be sufficiently recognized for their many artistic merits. He receives little critical attention in most histories of the rise of the novel in early nineteenth-century Russia. Born in Ukraine, but educated in Moscow, Narezhny wrote lengthy satirical novels imbued with a sardonic tone and an earthy brand of realism that tended to offend the refined aesthetic sensibilities of many contemporary followers of Nikolai Karamzin and his dominant school of literary Sentimentalism during the early years of the nineteenth century. Moreover, as I have argued elsewhere (see The Russianization of Gil Blas, 1986), Narezhny\u27s reworking of his putative model, Alain-René Lesage\u27s extremely popular Histoire de Gil Blas de Santillane (1715-1735), was mistaken for an imitation of this very tame and light-hearted French roman de moeurs. Soviet scholars, as a rule, failed to recognise it for its bold attempt to revive the genre of picaresque fiction that had flourished two centuries earlier, during the so-called Spanish Golden Age, through works written by such native novelists as Mateo Alemán, Francisco Gómez de Quevedo, and the anonymous author of Lazarillo de Tormes. Following the example of these enterprising literary forerunners in Spain, Narezhny sought to depict, in a highly satirical manner, the adventures of a lowborn rogue, Prince Gavrilo Chistyakov (he\u27s an impoverished prince in name only), who lives by his wits in a sinful and morally bankrupt Russian society that is filled with hypocrisy, deception, and falsehood. The tsarist censors, deeply offended by the sharp social criticism to be found in A Russian Gil Blas, refused to allow Narezhny\u27s novel to be published when it was submitted to them to consider for publication in 1815. Indeed, his novel would only see the light of day during the Soviet period (in 1938, to be exact), when it was hailed as a realistic satire of life in Russia under corrupt tsarist rule. It is my hope that this English-language translation of Narezhny\u27s Rossisskii Zhilblaz will enable, among others, American and British readers who cannot read Russian to become acquainted at last with this rollicking novel written by a pioneering Russian writer who has dwelled for far too long -- and far too unfairly -- in relative obscurity

Linguistic dimensions of l2 accentedness and comprehensibility vary across speaking tasks

This study critically examined the previously reported partial independence between second language (L2) accentedness (degree to which L2 speech differs from the target variety) and comprehensibility (ease of understanding). In prior work, comprehensibility was linked to multiple linguistic dimensions of L2 speech (phonology, fluency, lexis, grammar) whereas accentedness was narrowly associated with L2 phonology. However, these findings stemmed from a single task (picture narrative), suggesting that task type could affect the particular linguistic measures distinguishing comprehensibility from accentedness. To address this limitation, speech ratings of 10 native listeners assessing 60 speakers of L2 English in three tasks (picture narrative, IELTS, TOEFL) were analyzed, targeting two global ratings (accentedness, comprehensibility) and 10 linguistic measures (segmental and word stress accuracy, intonation, rhythm, speech rate, grammatical accuracy and complexity, lexical richness and complexity, discourse richness). Linguistic distinctions between accentedness and comprehensibility were less pronounced in the cognitively complex task (TOEFL), with overlapping sets of phonology, lexis, and grammar variables contributing to listener ratings of accentedness and comprehensibility. This finding points to multifaceted, task-specific relationships between these two constructs