Percepción y evaluación de la pronunciación del español como L2

• Enrique Santamaría Busto ^[1]
  1. [1] New York University

     New York University

     Estados Unidos

     
• Localización: Revista Española de Lingüística, ISSN-e 2254-8769, ISSN 0210-1874, Vol. 45, Fasc. 1, 2015 (Ejemplar dedicado a: Percepción del habla / Juana Gil Fernández (ed. lit.) , Eugenia San Segundo (ed. lit.)), págs. 175-207
• Idioma: español
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 10 Citas
• Resumen
  • español

    Este estudio se propone analizar y comparar los principales constructos (inteligibilidad, comprensibilidad, acento extranjero, fluidez e irritabilidad) que intervienen en la percepción y evaluación de la pronunciación de una L2. Aunque en la bibliografía pueden encontrarse investigaciones que recogen las relaciones que se establecen entre algunas de estas dimensiones, aún permanece inexplorado el análisis conjunto de todas ellas, y son muy pocos los estudios que han considerado para el español como L2 una dimensión que no fuera el acento extranjero. Con el fin de analizar el papel y la relación que guardan entre sí estas dimensiones, se examinó en relación con cada una de ellas el proceso de evaluación que 44 evaluadores nativos (15 expertos y 29 no expertos) realizaban sobre ocho muestras orales de español como L2. Los resultados reflejan, entre otros datos, que los jueces tienden a sobrevalorar su capacidad para entender las muestras, que la inteligibilidad y la comprensibilidad guardan entre sí una estrecha relación, y que el acento extranjero es el constructo que más marca la diferencia en las valoraciones perceptivas entre jueces expertos y no expertos.

  • English

    This study aims to analyze and relate the major constructs (intelligibility, comprehensibility, accentedness, fluency and irritability) operating in the perception and assessment of L2 pronunciation. Although relations between some of these dimensions have been discussed in the literature, it still remains unexplored an overall analysis of all of them. In order to evaluate the role and connections of these dimensions, the oral productions of 8 native English speakers of Spanish were examined for each of the 5 constructs by 29 novice raters and 15 experienced teachers (N=44). Results showed that intelligibility and comprehensibility are strongly correlated, that raters tend to overestimate their ability to understand the speech samples, or that accentedness makes the difference on perceptual evaluations between expert and non-expert raters

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