This report examines the potential impacts of task and proficiency on listener judgments of intelligibility, comprehensibility, and accentedness in L2 Spanish. This study extends Huensch and Nagle [Language Learning, 71, 626–668, (2021)], who explored the partial independence among the global speech dimensions for speech samples taken from a picture narrative task. Given that the type of speaking task used to elicit speech samples has been shown to impact the strength of the linguistic features contributing to the global speech dimensions and to explore the impact of task on the relationships among the dimensions, the current study followed the same procedure as Huensch and Nagle but employed a task in which participants responded to a prompt based on NCSSFL-ACTFL Can-Do Statements. The speech samples were elicited from instructed L2 Spanish learners of varying proficiency (n = 42) and were rated by a group of native-speaking Spanish listeners (n = 80) using Amazon Mechanical Turk. In general, the results were consistent with those reported in the initial study indicating a significant, positive, and consistent relationship between comprehensibility and intelligibility and a null relationship between accentedness and intelligibility. The limited differences between the studies’ findings are discussed considering the potential impact of task.

本报告考察了任务和熟练程度对听众对二语西班牙语的可理解性、可理解性和口音判断的潜在影响。这项研究扩展了 Huensch 和 Nagle [语言学习，71，626–668, (2021)]，他们探索了从图片叙事任务中获取的语音样本的全局语音维度之间的部分独立性。鉴于用于引出语音样本的口语任务类型已被证明会影响有助于全局语音维度的语言特征的强度，并探索任务对维度之间关系的影响，当前的研究遵循相同的程序与 Huensch 和 Nagle 一样，但采用了一项任务，参与者根据 NCSSFL-ACTFL Can-Do 陈述回答提示。语音样本来自不同熟练程度的受过指导的 L2 西班牙语学习者 ( n = 42)，并由一组母语为西班牙语的听众 ( n= 80) 使用 Amazon Mechanical Turk。总的来说，结果与初步研究中报告的结果一致，表明可理解性和可理解性之间存在显着、积极和一致的关系，而重音和可理解性之间没有关系。考虑到任务的潜在影响，讨论了研究结果之间的有限差异。