Hostname: page-component-8448b6f56d-wq2xx Total loading time: 0 Render date: 2024-04-18T13:05:29.475Z Has data issue: false hasContentIssue false

Lexical correlates of comprehensibility versus accentedness in second language speech*

Published online by Cambridge University Press:  17 June 2015

KAZUYA SAITO*
Affiliation:
Birkbeck, University of London
STUART WEBB
Affiliation:
University of Western Ontario
PAVEL TROFIMOVICH
Affiliation:
Concordia University
TALIA ISAACS
Affiliation:
University of Bristol
*
Address for correspondence: Kazuya Saito, Birkbeck, University of London, The Department of Applied Linguistics and Communication, 30 Russell Square, London, WC1B 5DT, UKk.saito@bbk.ac.uk

Abstract

The current project investigated the extent to which several lexical aspects of second language (L2) speech – appropriateness, fluency, variation, sophistication, abstractness, sense relations – interact to influence native speakers’ judgements of comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness). Extemporaneous speech elicited from 40 French speakers of English with varied L2 proficiency levels was first evaluated by 10 native-speaking raters for comprehensibility and accentedness. Subsequently, the dataset was transcribed and analyzed for 12 lexical factors. Various lexical properties of L2 speech were found to be associated with L2 comprehensibility, and especially lexical accuracy (lemma appropriateness) and complexity (polysemy), indicating that these lexical variables are associated with successful L2 communication. In contrast, native speakers’ accent judgements seemed to be linked to surface-level details of lexical content (abstractness) and form (variation, morphological accuracy) rather than to its conceptual and contextual details (e.g., lemma appropriateness, polysemy).

Type
Research Article
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

We are grateful to BLC reviewers for their constructive feedback on an earlier version of the manuscript, and to George Smith and Ze Shen Yao for their help for data collection and analyses. The project was funded by the Grant-in-Aid for Scientific Research in Japan (No. 26770202).

References

Abrahamsson, N., & Hyltenstam, K. (2009). Age of acquisition and nativelikeness in a second language – listener perception vs. linguistic scrutiny. Language Learning, 59, 249306.Google Scholar
Adolphs, S., & Schmitt, N. (2003). Lexical coverage of spoken discourse. Applied Linguistics, 24, 425438.Google Scholar
Boersma, P., & Weenink, D. (2012). Praat: Doing phonetics by computer.Google Scholar
Borowsky, R., & Masson, M. E. J. (1996). Semantic ambiguity effects in word identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 22, 6385.Google Scholar
Brown, A., Iwashita, N., & McNamara, T. F. (2005). An examination of rater orientations and test-taker performance on English for academic purposes speaking tasks. Monograph Series MS-29. Princeton, NJ: Educational Testing Service.Google Scholar
Council of Europe. (2001). Common European Framework of Reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2009) Measuring L2 lexical growth using hypernymic relationships. Language Learning, 59, 307334.Google Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2010). The development of polysemy and frequency use in English second language speakers. Language Learning, 60, 573605.Google Scholar
Crossley, S. A., Salsbury, T., & McNamara, D. S. (2014). Assessing lexical proficiency using analytic ratings: A case for collocation accuracy. Applied Linguistics.CrossRefGoogle Scholar
Crossley, S. A., Salsbury, T., McNamara, D. S., & Jarvis, S. (2011). What is lexical proficiency? Some answers from computational models of speech data. TESOL Quarterly, 45, 182193.Google Scholar
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2014). Second language comprehensibility revisited: Investigating the effects of learner background. TESOL Quarterly. Published online 28 October 2014. doi:10.1002/tesq.203 Google Scholar
Cucchiarini, C., Strik, H., & Boves, L. (2002). Quantitative assessment of second language learners’ fluency: Comparisons between read and spontaneous speech. Journal of the Acoustical Society of America, 111, 28622873.Google Scholar
De Bot, K. (1996). The psycholinguistics of the Output Hypothesis. Language learning, 46, 529555.Google Scholar
Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language Teaching, 42, 476490.CrossRefGoogle Scholar
Derwing, T. M. (2003). What do ESL students say about their accents? Canadian Modern Language Review, 59, 545564.CrossRefGoogle Scholar
Derwing, T. M. (2007). Curriculum issues in teaching pronunciation to second language learners. In Edwards, J. Hansen & Zampini, M. (Eds.), Phonology and second language acquisition (pp. 347369). Amsterdam: John Benjamins.Google Scholar
Derwing, T. M., & Munro, M. J. (2013). The development of L2 oral language skills in two L1 groups: A seven-year study. Language Learning, 63, 163185.Google Scholar
Derwing, T., & Munro, M. (1997). Accent, intelligibility, and comprehensibility. Studies in Second Language Acquisition, 12, 116.CrossRefGoogle Scholar
Derwing, T. M., Rossiter, M. J., Munro, M. J. & Thomson, R. I. (2004). L2 fluency: Judgments on different tasks. Language Learning, 54, 655679.CrossRefGoogle Scholar
Ellis, N., & Beaton, A. (1993) Psycholinguistic determinants of foreign language vocabulary acquisition. Language Learning, 43, 559617.Google Scholar
Engber, C. A. (1995). The relationship of lexical proficiency to the quality of ESL compositions. Journal of Second Language Writing, 4, 139155.Google Scholar
ETS. (2005). TOEFL iBT tips: How to prepare for the next generation TOEFL test and communicate with confidence. Princeton, NJ: Author.Google Scholar
Fellbaum, C. (1998). WordNet: An electronic lexical database. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
Flege, J., Munro, M, & MacKay, I. R. A. (1995). Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97, 31253134.Google Scholar
Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29, 122.Google Scholar
Gass, S. M., & Mackey, A. (2006). Input, interaction and output: An overview. AILA review, 19, 317.Google Scholar
Granena, G. (2014). Individual differences in sequence learning ability and second language acquisition in early childhood and adulthood. Language Learning, 63, 665703.Google Scholar
Granger, S. (1993). Cognates: an aid or a barrier to successful L2 vocabulary development?. ITL. Institut voor Togepaste Linguistik, (99–100), 43–56.Google Scholar
Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201223.Google Scholar
Hopp, H., & Schmid, M. (2013). Perceived foreign accent in first language attrition and second language acquisition: The impact of age of acquisition and bilingualism. Applied Psycholinguistics, 34, 361394.Google Scholar
Hulstijn, J.H., Schoonen, R., De Jong, N.H., Steinel, M.P, & Florijn, A. (2012). Linguistic competences of learners of Dutch as a second language at the B1 and B2 levels of speaking proficiency of the Common European Framework of Reference for Languages (CEFR). Language Testing, 29, 203221.Google Scholar
Hutcheson, G. D., & Sofroniou, N. (1999). The multivariate social scientist. London: Sage.Google Scholar
Isaacs, T., & Thomson, R. I. (2013). Rater experience, rating scale length, and judgements of L2 pronunciation: Revisiting research conventions. Language Assessment Quarterly, 10, 135159.Google Scholar
Iwashita, N., Brown, A., McNamara, T., & O’Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct? Applied Linguistics, 29, 2949.Google Scholar
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.Google Scholar
Johnson, M. D., Mercado, L., & Acevedo, A. (2012). The effect of planning sub-processes on L2 writing fluency, grammatical complexity, and lexical complexity. Journal of Second Language Writing, 21, 264282.Google Scholar
Kang, O., Rubin, D., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgements of English language learner proficiency in oral English. Modern Language Journal, 94, 554566.Google Scholar
Klepousniotou, E., & Baum, S. R. (2007). Disambiguating the ambiguity advantage effect in word recognition: An advantage for polysemous but not homonymous words. Journal of Neurolinguistics, 20, 124.Google Scholar
Koizumi, R. (2012). Vocabulary and speaking. In Chapelle, C. (Ed.), The encyclopedia of applied linguistics (pp. 17). Oxford: Wiley-Blackwell.Google Scholar
Koizumi, R., & In’nami, Y. (2012). Effects of text length on lexical diversity measures: Using short texts with less than 200 tokens. System, 40, 554564.Google Scholar
Kormos, J. (2006). Speech production and second language acquisition. Mahwah, NJ: Erlbaum.Google Scholar
Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16, 307322.Google Scholar
Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 367377.Google Scholar
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Ritchie, W. C. & Bhatia, T. K. (Eds.), Handbook of language acquisition: Second language acquisition (pp. 413468). New York: Academic Press.Google Scholar
Lu, X. (2012). The relationship of lexical richness to the quality of ESL learners’ oral narratives. Modern Language Journal, 96, 190208.Google Scholar
Mackey, A., Gass, S., & McDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471497.Google Scholar
McNamara, D. S., Graesser, A. C., McCarthy, P. M., & Cai, Z. (2014). Automated evaluation of text and discourse with Coh-Metrix. Cambridge University Press.Google Scholar
McCarthy, P. M., & Jarvis, S. (2010). MTLD, vocd-D, and HD-D: A validation study of sophisticated approaches to lexical diversity assessment. Behavior Research Methods, 42, 381392.Google ScholarPubMed
McCarthy, P.M., & Jarvis, S. (2007). vocd: a theoretical and empirical evaluation. Language Testing, 24, 459488.Google Scholar
Munro, M. J., Derwing, T. M., & Burgess, C. (2010). Detection of nonnative speaker status from content-masked speech. Speech Communication, 52, 626637.CrossRefGoogle Scholar
Munro, M., & Derwing, T. (1995). Processing time, accent, and comprehensibility in the perception of native and foreign-accented speech. Language and Speech, 38, 289306.Google Scholar
Munro, M., & Derwing, T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520531.CrossRefGoogle Scholar
Munro, M., & Mann, V. (2005). Age of Immersion as a predictor of foreign accent. Applied Psycholinguistics, 26, 311341.Google Scholar
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.Google Scholar
Nation, I.S.P., & Webb, S. (2011). Researching and analyzing vocabulary. Boston, MA: Heinle.Google Scholar
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30, 555578.Google Scholar
Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44, 493527.Google Scholar
Piercey, C. D., & Joordens, S. (2000). Turning an advantage into a disadvantage: Ambiguity effects in lexical decision versus reading tasks. Memory & Cognition, 28, 657666.Google Scholar
Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.Google Scholar
Rodd, J. M., Gaskell, M. G., & Marslen-Wilson, W. D. (2004). Modelling the effects of semantic ambiguity in word recognition. Cognitive Science, 28, 89104.Google Scholar
Saito, K. (2015). Experience effects on the development of late second language learners’ oral proficiency. Language Learning. Advance online publication. doi: 10.1111/lang.12120 CrossRefGoogle Scholar
Saito, K., Trofimovich, P., & Isaacs, T. (2015). Developing a process-oriented model for linguistic influences on comprehensibility and accentedness in second language speech production. Applied Psycholinguistics. Advance online publication. doi: 10.1017/S0142716414000502 Google Scholar
Salsbury, T., Crossley, S. A., & McNamara, D. S. (2011). Psycholinguistic word information in second language oral discourse. Second Language Research, 27, 343360.Google Scholar
Schmitt, N. (1998). Tracking the incremental acquisition of a second language vocabulary: A longitudinal study. Language Learning, 48, 281317.CrossRefGoogle Scholar
Schmitt, N. (2008). State of the art: Instructed second language vocabulary acquisition. Language Teaching Research, 12, 329363.Google Scholar
Schmitt, N., & Meara, P. (1997). Researching vocabulary through a word knowledge framework: Word associations and verbal suffixes. Studies in Second Language Acquisition, 19, 1736.Google Scholar
Tokumoto, M., & Shibata, M. (2011). Asian varieties of English: Attitudes towards pronunciation. World Englishes, 30, 392408.Google Scholar
Trofimovich, P., & Isaacs, T. (2012). Disentangling accent from comprehensibility. Bilingualism: Language and Cognition, 15, 905916.Google Scholar
van Zeeland, H., & Schmitt, N. (2012). Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension? Applied Linguistics, 34, 457479.Google Scholar
Verspoor, M., & Lowie, W. (2003). Making sense of polysemous words. Language Learning, 53, 547586.Google Scholar
Webb, S., & Rodgers, M. P. H. (2009a). The vocabulary demands of television programs. Language Learning, 59, 335366.Google Scholar
Webb, S., & Rodgers, M. P. H. (2009b). The lexical coverage of movies. Applied Linguistics, 30, 407427.Google Scholar
Wilson, M. D. (1988). The MRC psycholinguistic database: Machine readable dictionary. Behavioural Research Methods, Instruments and Computers, 20, 611.Google Scholar
Winke, P., Gass, S., & Myford, C. (2013). Raters’ L2 background as a potential source of bias in rating oral performance. Language Testing, 30, 231252.Google Scholar
Yuan, F., & Ellis, R. (2003). The effects of pre-task planning and on-line planning on fluency, complexity and accuracy in L2 monologic oral production. Applied Linguistics, 24, 127.Google Scholar
Zareva, A. (2007). Structure of the second language mental lexicon: How does it compare to native speakers’ lexical organization? Second Language Research, 23, 123153.Google Scholar