VISUAL CUES AND RATER PERCEPTIONS OF SECOND LANGUAGE COMPREHENSIBILITY, ACCENTEDNESS, AND FLUENCY

• Published in: Studies in second language acquisition Vol. 44; no. 3; pp. 659 - 684
• Main Authors: Tsunemoto, Aki, Lindberg, Rachael, Trofimovich, Pavel, McDonough, Kim
• Format: Journal Article
• Language: English
• Published: New York, USA Cambridge University Press 01.07.2022
• Subjects: Accentuation; Accuracy; Audio Equipment; Auditory Perception; Chinese; Chinese languages; College students; Comparative Analysis; Correlation; Cues; Cultural Background; English (Second Language); English as a second language; English for academic purposes; English Language Learners; Evaluators; Facial expressions; Fluency; Grammar; Human Body; Individual Differences; Intelligibility; Language; Language Fluency; Language of Instruction; Language Proficiency; Language Tests; Likert Scales; Listening comprehension; Measurement Techniques; Native Language; Nonprint Media; Nonverbal Communication; Perceptions; Phonemes; Phonology; Pronunciation; Rating Scales; Role; Second Language Instruction; Second Language Learning; Spanish; Spanish language; Speech; Speech Communication; Suprasegmentals; Verbal communication; Verbs; Video Technology; Visual Stimuli; Vowels
• ISSN: 0272-2631; 1470-1545
• DOI: 10.1017/S0272263121000425

This study examined the role of visual cues (facial expressions and hand gestures) in second language (L2) speech assessment. University students (N = 60) at English-medium universities assessed 2-minute video clips of 20 L2 English speakers (10 Chinese and 10 Spanish speakers) narrating a personal story. They rated the speakers’ comprehensibility, accentedness, and fluency using 1,000-point sliding scales. To manipulate access to visual cues, the raters were assigned to three conditions that presented audio along with (a) the speaker’s static image, (b) a static image of a speaker’s torso with dynamic face, or (c) dynamic torso and face. Results showed that raters with access to the full video tended to perceive the speaker as more comprehensible and significantly less accented compared to those who had access to less visually informative conditions. The findings are discussed in terms of how the integration of visual cues may impact L2 speech assessment.