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Article published In:
25 years of Intelligibility, Comprehensibility and Accentedness
Edited by John M. Levis, Tracey M. Derwing and Murray J. Munro
[Journal of Second Language Pronunciation 6:3] 2020
► pp. 430–457

Second language comprehensibility as a dynamic construct

ORCID logo | Concordia University
ORCID logo | Iowa State University
ORCID logo | University of Calgary
ORCID logo | Concordia University
ORCID logo | Concordia University
ORCID logo | Concordia University
This study examined longitudinal changes in second language (L2) interlocutors’ mutual comprehensibility ratings (perceived ease of understanding speech), targeting comprehensibility as a dynamic, time-varying, inter-​action-centered construct. In a repeated-measures, within-participants design, 20 pairs of L2 English university students from different language backgrounds engaged in three collaborative and interactive tasks over 17 minutes, rating their partner’s comprehensibility at 2–3 minute intervals using 100-millimeter scales (seven ratings per interlocutor). Mutual comprehensibility ratings followed a U-shaped function over time, with comprehensibility (initially perceived to be high) being affected by task complexity but then reaching high levels by the end of the interaction. The interlocutors’ ratings also became more similar to each other early on and remained aligned throughout the interaction. These findings demonstrate the dynamic nature of comprehensibility between L2 interlocutors and suggest the need for L2 comprehensibility research to account for the effects of interaction, task, and time on comprehensibility measurements.
Keywords: comprehensibility, pronunciation, dynamic, interaction, processing fluency, second language
Article outline
  • 1.Introduction
  • 2.Background literature
    • 2.1Comprehensibility: A measure of understanding
    • 2.2Comprehensibility: An index of processing fluency
    • 2.3A dynamic approach to comprehensibility
  • 3.The present study
  • 4.Method
    • 4.1Participants
    • 4.2Tasks
    • 4.3Repeated assessments
    • 4.4Procedure
  • 5.Data analysis
    • 5.1Coding
    • 5.2Identification of covariates
    • 5.3Statistical modeling
  • 6.Results
    • 6.1Comprehensibility across time
    • 6.2Convergence or divergence in comprehensibility
    • 6.3Interview responses
  • 7.Discussion
    • 7.1Time- and task-sensitive view of comprehensibility
    • 7.2Between-speaker alignment in comprehensibility
  • 8.Limitations and future work
  • 9.Conclusion
  • Acknowledgements and open materials and data statement
  • Note
  • References
Published online: 8 July 2020
DOI logo
https://doi.org/10.1075/jslp.20003.tro
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