Disentangling accent from comprehensibility

By P. Trofimovich, T. Isaacs. 2012

232 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e90fcb9ad500fa766f6b14fa99ab48d7464d4eca

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Video-Based Interaction, Negotiation for Comprehensibility, and Second Language Speech Learning: A Longitudinal Study (2017, methodology): “…which can be considered as sufficiently long to provide the linguistic information required for L2 speech analysis, in line with previous research standards (e.g., Derwing & Munro, 1997, for 10–15 seconds; Hopp & Schmid, 2013, for 10–20 seconds; Trofimovich & Isaacs, 2012, for 30 seconds).”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, methodology): “Our precursor research (Isaacs and Trofimovich 2012; Trofimovich and Isaacs 2012) analyzed learner speech through linguistic analysis conducted by trained coders via relevant software (e.g. pitch tracker) to derive various measures of pronunciation, fluency, lexis, grammar, and discourse structure.”
Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels (2016, background): “…same narratives using perceptual judgments by experienced listeners (Saito, Trofimovich, & Isaacs, 2014) as well as linguistic coding for 19 categories (e.g., proportion of segmental errors, hesitations/self-corrections, and grammar errors) (Isaacs & Trofimovich, 2012; Trofimovich & Isaacs, 2012).”
Does a Speaking Task Affect Second Language Comprehensibility (2015, methodology): “…in the TOEFL task, Romance speakers demonstrated the pattern of significant associations which was previously obtained for French speakers (Saito et al., under review; Trofimovich & Isaacs, 2012), with segmental errors, word stress/rhythm, fluency, and lexis associated with comprehensibility.”
Second Language Comprehensibility Revisited: Investigating the Effects of Learner Background (2015, methodology): “The raters, who resided in Montreal (a bilingual French-English city), reported speaking English on average 89% of the time (SD = 8.8), interacting with native English speakers 73% of the time (SD = 14.9), and listening to English media 85% of the time (SD = 13.5) daily.”
LINGUISTIC DIMENSIONS OF COMPREHENSIBILITY AND PERCEIVED FLUENCY: AN INVESTIGATION OF COMPLEXITY, ACCURACY, AND FLUENCY IN SECOND LANGUAGE ARGUMENTATIVE SPEECH (2019, methodology): “Such a close relationship between comprehensibility and speed fluency has been reported in the context of picture narrative/description tasks in previous research (Saito, Trofimovich, et al., 2016; Trofimovich & Isaacs, 2012).”
Motivation, Emotion, Learning Experience, and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study (2018, background): “…through existing questionnaires (Dewaele & MacIntyre, 2014; Dörnyei, 2005), and linked the scores to the global domain of their L2 oral proficiency (i.e., perceived comprehensibility, which is supposed to reflect the accurate and fluent use of various linguistic skills: Trofimovich & Isaacs, 2012).”