Published in Language Learning in 1995, Munro and Derwing's* investigation of foreign accent, comprehensibility, and intelligibility in second language (L2) speech instigated significant change in L2 pronunciation research (Levis, 2020). A key finding was that despite the presence of a foreign accent, listeners could indeed comprehend L2 speech. Within their framework, comprehension of L2 speech was assessed along two dimensions. The first, intelligibility, was an assessment of actual listener comprehension, measured through listener transcriptions of a given utterance. The second, comprehensibility, was a scalar measure of how easy to understand listeners perceived an utterance to be. While these two measures of listener comprehension (i.e., understanding) have been shown to correlate, they have also been shown to measure different forms of understanding (Derwing & Munro, 2015). This means that while increased intelligibility can be associated with increased comprehensibility, it is still common for listeners to accurately transcribe nonnative speech while simultaneously indicating the speech to be hard to understand (i.e., evidence indicates that intelligibility outpaces comprehensibility in the development of L2 pronunciation). Research published in the 25 years since has repeatedly demonstrated that accentedness, comprehensibility, and intelligibility are partially independent dimensions of L2 speech (Munro & Derwing, 2020). Whereas Munro and Derwing's (2011) research timeline attended to the concepts of accent and broad intelligibility (i.e., inclusive of both actual and ease of understanding), the past decade has seen an increased scholarly emphasis specifically on the global speech dimension of comprehensibility. Given this increased scholarly interest, our timeline is presented with the goal of tracing the post-Munro and Derwing (1995) development of L2 speech comprehensibility research.

发表于语言学习1995 年，Munro 和 Derwing 对第二语言 (L2) 语音中的外国口音、可理解性和可理解性的调查引发了 L2 发音研究的重大变化（Levis，2020）。一个关键发现是，尽管存在外国口音，但听众确实可以理解 L2 语音。在他们的框架内，对二语语音的理解从两个维度进行评估。首先，可理解性是对实际听众理解的评估，通过听众对给定话语的转录来衡量。第二个，可理解性，是衡量听众理解话语的难易程度的标量。虽然这两种听众理解（即理解）的测量已被证明是相关的，但它们也被证明可以测量不同形式的理解（Derwing & 门罗，2015）。这意味着，虽然可懂度的提高与可理解性的提高有关，但听者在准确转录非母语语音的同时指出该语音难以理解仍然很常见（即，有证据表明，在 L2 发音的发展过程中，可懂度超过了可理解性） . 此后 25 年发表的研究一再证明，口音、可理解性和可理解性是第二语言语音的部分独立维度（Munro & Derwing，2020）。鉴于 Munro 和 Derwing (2011) 的研究时间表关注口音和广泛可理解性的概念（即，包括实际和易于理解），可理解性。鉴于学术兴趣的增加，我们的时间表旨在追踪后 Munro 和 Derwing（1995）二语语音可理解性研究的发展。