[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595695-105":59,"doc-detail-595695-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","development-of-second-language-french-oral-skills-in-an-instructed-setting-a-focus-on-speech-ratings","Development of Second Language French Oral Skills in an Instructed Setting - A Focus on Speech Ratings","","Study investigates how targeted pronunciation instruction in French as a second language relates to listener-based ratings of accent, comprehensibility, and fluency. Twenty French listeners evaluated 30 adult L2 French learners before and after a 15-week listening-and-speaking course emphasizing segments, prosody, fluency, and connected-speech processes such as liaison and enchainment. Learners improved across all ratings, with strongest gains in extemporaneous speaking. Accent linked to prosody, while fluency and comprehensibility linked to fluency-related measures like run length and hesitation rate.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/development-of-second-language-french-oral-skills-in-an-instructed-setting-a-focus-on-speech-ratings/595695/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/development-of-second-language-french-oral-skills-in-an-instructed-setting-a-focus-on-speech-ratings/595695.png","ImageObject",300,407,{"name":92,"@type":93},"Fans","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main focus of the 15-week French L2 course?","Question",{"text":112,"@type":113},"The course targeted segments, prosody, fluency, and connected-speech processes such as liaison and enchainment, using listening and speaking activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were learners evaluated before and after instruction?",{"text":117,"@type":113},"Thirty adult L2 French learners were rated by 20 French listeners on accent, comprehensibility, and fluency using read-aloud and extemporaneous (picture description) speaking tasks.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationships did the results show between ratings?",{"text":121,"@type":113},"Accent ratings were linked to prosody measures such as intonation accuracy and pitch range, while fluency and comprehensibility were additionally linked to fluency phenomena including length of fluent run and hesitation rate.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595695,1792171951,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","CJAL * RCLA Trofimovich, Kennedy, & Blanchet 32  \nDevelopment of Second Language French Oral Skills in an Instructed Setting: A Focus on Speech Ratings  \nPavel Trofimovich  \nConcordia University  \nSara Kennedy  \nConcordia University  \nJosée Blanchet  \nUniversité du Québec à Montréal  \nAbstract  \nThis study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate) . These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks.  \nRésumé  \nCette étude examine la relation entre l’enseignement explicite de la prononciation en français langue seconde (L2) et l’évaluation de l’accent, de la compréhensibilité et de la fluidité par des locuteurs du français. L’étude compare les évaluations des productions orales de 30 apprenants adultes du français L2 avant et après un cours de phonétique de 15 semainesciblant les segments, la prosodie, la fluidité et les phénomènes de resyllabification telsl’enchaînement. Les productions provenant d’une tâche de lecture à haute voix et d’une tâche de narration spontanée d’une histoire illustrée ont donc été soumises à l’évaluation (sur échelles de type Likert) de 20 juges naïfs. Les résultats montrent que les apprenants se sontaméliorés dans toutes les dimensions évaluées de leur production, particulièrement en narration spontanée. On note par ailleurs une corrélation entre les jugements liés à l’accent et ceux liés à la prosodie (précision des contours intonatifs, étendue de la variation tonale) . On remarque aussi que les jugements de fluidité et de compréhensibilité sont en lien avec certains phénomènes de fluidité (moyenne du temps de parole entre les pauses, hésitations) . On discutera de la pertinence des résultats pour l’apprentissage de la prononciation L2 et on abordera en parallèle la relation entre l’enseignement, les dimensions de l’oral appréciées par des juges naïfs et la performance à l’oral dans diverses tâches.  \nThe Canadian Journal of Applied Linguistics, Special Issue: 20, 2 (2017): 32-50  \nCJAL * RCLA Trofimovich, Kennedy, & Blanchet 33  \nDevelopment of Second Language French Oral Skills in an Instructed Setting:  \nA Focus on Speech Ratings  \nAlthough second language (L2) pronunciation can no longer be described as a neglected aspect of teaching and research, many questions still remain for learners of languages other than English about the links between instruction and development. For example, many textbooks for L2 French cover pronunciation (e.g., Abry & VeldemanAbry, 2007), yet little is known about the development of French pronunciation in instructed learners. Teachers and learners thus rely on intuition, course materials, and past experience to guide their teaching and learning. This study aimed to fill this gap by investigating pronunciation development of adult L2 French learners over time, with the overall goal of understanding which specific linguistic dimensions of L2 French learners’oral performance are related to listener-rated constructs of accent (nativelikeness), comprehensibility (ease of understanding), and fluency (smoothness of speech deliver","cbCaicmmFWwagfJl","https://ap.wps.com/l/cbCaicmmFWwagfJl","pdf",302680,"English","# Abstract\n## Instructional focus and course design\n## Listener-based rating outcomes\n## Relationships among accent, prosody, fluency, and comprehensibility\n## Implications for L2 pronunciation learning","[{\"question\":\"What was the main focus of the 15-week French L2 course?\",\"answer\":\"The course targeted segments, prosody, fluency, and connected-speech processes such as liaison and enchainment, using listening and speaking activities.\"},{\"question\":\"How were learners evaluated before and after instruction?\",\"answer\":\"Thirty adult L2 French learners were rated by 20 French listeners on accent, comprehensibility, and fluency using read-aloud and extemporaneous (picture description) speaking tasks.\"},{\"question\":\"What relationships did the results show between ratings?\",\"answer\":\"Accent ratings were linked to prosody measures such as intonation accuracy and pitch range, while fluency and comprehensibility were additionally linked to fluency phenomena including length of fluent run and hesitation rate.\"}]","Development of Second Language French Oral Skills in an Instructed Setting - A Focus on Speech Ratings | PDF",1792081676,48]