Ideally, comprehensible second language (L2) speech would be seen as acceptable speech. However, the association between these dimensions is underexplored. To investigate the relationship between comprehensibility and “academic acceptability,” defined here as how well a speaker could meet the demands of a given role in an academic setting, 204 university stakeholders judged L2 speech samples elicited from a standardized English test used for university admissions. Four tasks from 100 speakers were coded for 13 speech stream characteristics. Judgments for comprehensibility and acceptability correlated strongly (r = .93). Linear mixed-effects models, used to examine judgments across all tasks and separately for each task, indicated that while random intercepts (i.e., speaker ability, listener severity) explained a substantial amount of total variation (32–44%) in listener judgments compared to speech characteristic fixed effects (8–21%), fixed effects did account for variation in speaker random effects (reducing variation compared to intercept-only models by 50–90%). Despite some minimal differences across task types, the influence of speech characteristics across both judgments was mostly similar. While providing evidence that comprehensible speech can indeed be perceived as acceptable, this study also provides evidence that speakers demonstrate both consistent and less consistent performance, in reference to speech stream production, across performances.

理想情况下，可理解的第二语言 (L2) 语音将被视为可接受的语音。然而，这些维度之间的关联尚未得到充分探索。为了调查可理解性和“学术可接受性”（此处定义为演讲者在学术环境中满足特定角色要求的程度）之间的关系，204 名大学利益相关者对从用于大学招生的标准化英语测试中得出的 L2 语音样本进行了评判。针对 13 种语音流特征对 100 名说话者的四项任务进行了编码。对可理解性和可接受性的判断密切相关（r= .93）。线性混合效应模型用于检查所有任务和每个任务的判断，表明虽然随机拦截（即说话者能力、听者严重程度）解释了听者判断中的大量总变化（32-44%），但与对于语音特征固定效应 (8-21%)，固定效应确实解释了说话者随机效应的变化（与仅拦截模型相比，变化减少了 50-90%）。尽管任务类型之间存在一些微小差异，但言语特征对两种判断的影响大多相似。这项研究不仅提供了证据证明可理解的语音确实可以被认为是可以接受的，而且还提供了证据表明，就语音流产生而言，说话者在不同的表演中表现出一致和不太一致的表现。