Current second language (L2) listening research has lacked detailed accounts of L2 listeners’ difficulties comprehending texts comprisingorthographically known lexis. In the current study, 15 first language (L1) Japanese English language learners of three English proficiency levels listened to sentences and a narrative text. A two-task diagnostic procedure using L1 recalls and L2 repetitions was employed to understand how orthographically known lexis was often misinterpreted over the course of multiple listening opportunities. Evidence from transcripts showed that the factors likely causing listening comprehension difficulty were L1 phonological influence, English connected speech modifications, and misinterpretation of top-down contextual information. The study results show that even texts comprising high-frequency vocabulary or other orthographically known lexis can be persistently difficult for L2 listeners to comprehend. The results thus challenge some current assumptions in L2 listening literature about the comprehensibility of texts with high-frequency vocabulary or orthographically known lexis.

中文翻译：

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诊断 L2 听众理解已知词汇的困难

当前的第二语言 (L2) 听力研究缺乏对 L2 听众难以理解包含正字法已知词汇的文本的详细说明。在目前的研究中，三个英语水平的 15 名第一语言 (L1) 日语英语学习者听了句子和叙述性文本。使用 L1 回忆和 L2 重复的双任务诊断程序被用来了解在多次聆听机会的过程中如何经常误解拼写已知的词汇。来自成绩单的证据表明，可能导致听力理解困难的因素是 L1 语音影响、英语相关语音修改和对自上而下的上下文信息的误解。研究结果表明，即使是包含高频词汇或其他正字法已知词汇的文本，L2 听众也可能难以理解。因此，结果挑战了 L2 听力文献中关于具有高频词汇或正字法已知词汇的文本的可理解性的一些当前假设。