Comprehensibility, or ease of understanding, has emerged as an important construct in second language (L2) speech research. Many studies have examined the linguistic features that underlie this construct, but there has been limited work on behavioral and affective predictors. The goal of this study was therefore to examine the extent to which anxiety and collaborativeness predict interlocutors’ perception of one another’s comprehensibility. Twenty dyads of L2 English speakers completed three interactive tasks. Throughout their 17-minute interaction, they were periodically asked to evaluate their own and each other’s anxiety and collaborativeness and to rate their partner’s comprehensibility using 100-point scales. Mixed-effects models showed that partner anxiety and collaborativeness predicted comprehensibility, but the relative importance of each predictor depended on the nature of the task. Self-collaborativeness was also related to comprehensibility. These findings suggest that comprehensibility is sensitive to a range of linguistic, behavioral, and affective influences.

可理解性或易于理解已成为第二语言 (L2) 语音研究中的一个重要结构。许多研究已经检查了构成这一结构的语言特征，但对行为和情感预测因素的研究有限。因此，本研究的目的是检查焦虑和协作性在多大程度上预测对话者对彼此可理解性的感知。二十对二语英语的人完成了三项互动任务。在他们 17 分钟的互动中，他们定期被要求评估自己和彼此的焦虑和协作性，并使用 100 分量表评估他们合作伙伴的可理解性。混合效应模型表明，合作伙伴焦虑和协作预测可理解性，但每个预测变量的相对重要性取决于任务的性质。自我协作性也与可理解性有关。这些发现表明，可理解性对一系列语言、行为和情感影响很敏感。