Grammatical and discourse-level measures differentiate between high-level L2 learners' comprehensibility¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2015: tool and model accuracy changes quickly

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Grammatical and discourse-level measures differentiated between high-level learners in listeners' comprehensibility judgments. → Talia Isaacs and Pavel Trofimovich 2012

Evidence¶

Talia Isaacs and Pavel Trofimovich 2012¶

Talia Isaacs and Pavel Trofimovich. (2012). DECONSTRUCTING COMPREHENSIBILITY: Identifying the Linguistic Influences on Listeners' L2 Comprehensibility Ratings. Studies in Second Language Acquisition, Volume 34, Issue 3. https://doi.org/10.1017/S0272263112000150

q3 · i? · associational · r2

Same correlational analysis of 40 French L2 speakers' speech with 60 listeners' ratings. The article reports that "grammatical and discourse-level measures differentiated between high-level learners."

"Lexical richness and fluency measures differentiated between low-level learners; grammatical and discourse-level measures differentiated between high-level learners; and word stress errors discriminated between learners of all levels."

Discussion¶

Learner Variables¶

Oral Language — predictor: learners who differ on it differ in outcomes

Five speech measures clearly distinguish L2 learners at different comprehensibility levels after data triangulation — a broader claim this one bears on
Lexical richness and fluency measures differentiate between low-level L2 learners' comprehensibility — related
Word stress errors discriminate between L2 learners of all comprehensibility levels — related

Page metadata

Field	Value
`type`	`claim`
`id`	`grammatical-discourse-measures-differentiate-high-level-comprehensibility`
`title`	`Grammatical and discourse-level measures differentiate between high-level L2 learners' comprehensibility`
`description`	`Grammatical and discourse-level measures differentiate between high-level L2 learners' comprehensibility`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2012`
`recheck_by`	`2015`
`generated`	by `process:wiki-ingest` on `2026-10-15`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `talia-isaacs-and-pavel-trofimovich-2012`

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