Modeling Classroom Language Learners' Comprehensibility and Accentedness Over Time: The Case of L2 Spanish

dc.contributor.author Nagle, Charles
dc.contributor.department World Languages and Cultures
dc.date 2019-04-23T10:18:39.000
dc.date.accessioned 2020-06-30T05:46:17Z
dc.date.available 2020-06-30T05:46:17Z
dc.date.copyright Sun Jan 01 00:00:00 UTC 2017
dc.date.embargo 2018-10-17
dc.date.issued 2017-09-01
dc.description.abstract <p>Significant scholarship has focused on the development of L2 oral skills in naturalistic language learning. However, few studies have examined how instructed learners’ pronunciation develops over time, despite the importance of the classroom context. This study addressed this gap by investigating L2 Spanish learners’ comprehensibility and accentedness over a yearlong period. Twenty-six learners completed a sentence-building task on five occasions distributed throughout their second, third, and fourth semesters of college-level Spanish language instruction. Learners received 20 sets of images, combining the images in each set to form a simple sentence in Spanish. Eighteen native Spanish listeners rated learners’ recordings for comprehensibility and accentedness using 9-point Likert scales, and mixed-effects models were fit to the ratings data using R. Learners were rated as quite comprehensible despite the presence of a moderate to strong foreign accent. Although both comprehensibility and accentedness improved over time, rates of change varied. Comprehensibility improved quickly but was subject to greater deceleration in rate of change over time. In contrast, accentedness improved steadily and did not exhibit the same degree of flattening as comprehensibility. These results intersect with work on naturalistic learners and suggest that pronunciation development may be characterized by phases of change.</p>
dc.description.comments <p>This presentation is from Proceedings of the 9th Pronunciation in Second Language Learning and Teaching conference, Sept 1-2, 2017. Posted with permission.</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/language_conf/7/
dc.identifier.articleid 1006
dc.identifier.contextkey 13099787
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath language_conf/7
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/52616
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/language_conf/7/MODELING_CLASSROOM_LANGUAGE_LEARNERS__COMPREHENSIBILITY_AND.pdf|||Sat Jan 15 01:38:09 UTC 2022
dc.subject.disciplines Bilingual, Multilingual, and Multicultural Education
dc.subject.disciplines Curriculum and Instruction
dc.subject.disciplines Spanish and Portuguese Language and Literature
dc.subject.disciplines Vocational Education
dc.title Modeling Classroom Language Learners' Comprehensibility and Accentedness Over Time: The Case of L2 Spanish
dc.type article
dc.type.genre conference
dspace.entity.type Publication
relation.isAuthorOfPublication d6c20464-4070-440f-8a63-045d2815bb59
relation.isOrgUnitOfPublication 4e087c74-bc10-4dbe-8ba0-d49bd574c6cc
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