Comprehensibility has risen to the forefront of second language (L2) speech research. To date, research has focused on identifying the linguistic, behavioral, and affective correlates of comprehensibility, how it develops over time, and how it evolves over the course of an interaction. In all these approaches, comprehensibility is the dependent measure, but comprehensibility can also be construed as a predictor of other communicative outcomes. In this study, we examined the extent to which comprehensibility predicted interlocutors’ overall impression of their interaction. We analyzed data from 90 paired interactions encompassing three communicative tasks. Interactive partners were L2 English speakers who did not share the same native language. After each task, they provided self- and partner-ratings of comprehensibility, collaboration, and anxiety, and at the end of the interaction, they provided exit ratings of their overall experience in the interaction, communication success, and comfort interacting with their partner. We fit mixed-effects models to the self- and partner-ratings to investigate if those ratings changed over time, and we used the results to derive model-estimated predictors to be incorporated into regression models of the exit ratings. Only the self-ratings, including self-comprehensibility, were significantly associated with the exit ratings, suggesting a speaker-centric view of L2 interaction.

中文翻译：

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构建第二语言的可理解性：对话者的评分是否可以预测他们感知到的交际体验？

可理解性已上升到第二语言 (L2) 语音研究的前沿。迄今为止，研究主要集中在确定可理解性的语言、行为和情感相关性、它如何随时间发展以及它如何在交互过程中演变。在所有这些方法中，可理解性是依赖性度量，但可理解性也可以解释为其他交际结果的预测指标。在这项研究中，我们检查了可理解性在多大程度上预测了对话者对其互动的整体印象。我们分析了来自 90 个配对交互的数据，其中包含三个交际任务。互动伙伴是说母语不同的母语为 L2 的人。在完成每项任务后，他们提供了自我和合作伙伴对可理解性、协作性和焦虑的评分，在互动结束时，他们提供了他们在互动、沟通成功和与合作伙伴互动的舒适度方面的整体体验的退出评级。我们将混合效应模型与自我评级和合作伙伴评级相匹配，以调查这些评级是否随时间发生变化，我们使用结果推导出模型估计的预测变量，并将其纳入退出评级的回归模型中。只有自我评分，包括自我理解能力，与退出评分显着相关，表明二语互动以说话者为中心的观点。我们将混合效应模型与自我评级和合作伙伴评级相匹配，以调查这些评级是否随时间发生变化，我们使用结果推导出模型估计的预测变量，并将其纳入退出评级的回归模型中。只有自我评分，包括自我理解能力，与退出评分显着相关，表明二语互动以说话者为中心的观点。我们将混合效应模型与自我评级和合作伙伴评级相匹配，以调查这些评级是否随时间发生变化，我们使用结果推导出模型估计的预测变量，并将其纳入退出评级的回归模型中。只有自我评分，包括自我理解能力，与退出评分显着相关，表明二语互动以说话者为中心的观点。