EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING
This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through o...
Gespeichert in:
| Veröffentlicht in: | Studies in second language acquisition 2022-12, Vol.44 (5), p.1240-1259 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 1259 |
|---|---|
| container_issue | 5 |
| container_start_page | 1240 |
| container_title | Studies in second language acquisition |
| container_volume | 44 |
| creator | McDonough, Kim Lindberg, Rachael Trofimovich, Pavel |
| description | This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g., what?, sorry?). Brief, silent video clips were presented to 60 raters across two experiments who assessed the listener’s comprehension, which was their perception about how well the listener had understood the speaker. Experiment 1 tested whether raters can differentiate between the onset and release of listener holds while Experiment 2 examined whether they are sensitive to the sequential organization of holds. Results indicated that raters clearly differentiated between hold onsets and releases and were sensitive to the temporal position of holds in the entire repair sequence. Taken together, these findings suggest that holds are a reliable signal of nonunderstanding with potential implications for L2 teaching and assessment. |
| doi_str_mv | 10.1017/S0272263122000018 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2737383808</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><cupid>10_1017_S0272263122000018</cupid><ericid>EJ1355976</ericid><sourcerecordid>2737383808</sourcerecordid><originalsourceid>FETCH-LOGICAL-c382t-6cd796b3828457a6b7308a384c8c3111596cb697bc2ad7814bdf992930d606cd3</originalsourceid><addsrcrecordid>eNp1kFtLw0AQhRdRsFZ_gA_Cgs_RvSR7eQzpto3ETclFfAvJJpUWa-umffDfu6FFH8RhYAbOd87AAHCL0QNGmD_miHBCGMWEIFdYnIER9jnycOAH52A0yN6gX4Krvl87hHFOR2ChXsPnWMd6BrOwUBlcqCxSiyJONUyncJ4mkxyGruFLnJdhAqNSDUIS54XSjtepLvVEZXkR6omLuQYXy_q9725OcwzKqSqiuZekszgKE89QQfYeMy2XrHG78ANes4ZTJGoqfCMMxRgHkpmGSd4YUrdcYL9pl1ISSVHLkDPTMbg_5u7s9vPQ9ftqvT3YD3eyIpxyKqhAwlH4SBm77XvbLaudXW1q-1VhVA2Pq_48znnujp7OrswPr54wDQLJmdPpKbPeNHbVvnW_p_9P_QaVMG9-</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2737383808</pqid></control><display><type>article</type><title>EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING</title><source>Cambridge Journals - CAUL Collection</source><creator>McDonough, Kim ; Lindberg, Rachael ; Trofimovich, Pavel</creator><creatorcontrib>McDonough, Kim ; Lindberg, Rachael ; Trofimovich, Pavel</creatorcontrib><description>This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g., what?, sorry?). Brief, silent video clips were presented to 60 raters across two experiments who assessed the listener’s comprehension, which was their perception about how well the listener had understood the speaker. Experiment 1 tested whether raters can differentiate between the onset and release of listener holds while Experiment 2 examined whether they are sensitive to the sequential organization of holds. Results indicated that raters clearly differentiated between hold onsets and releases and were sensitive to the temporal position of holds in the entire repair sequence. Taken together, these findings suggest that holds are a reliable signal of nonunderstanding with potential implications for L2 teaching and assessment.</description><identifier>ISSN: 0272-2631</identifier><identifier>EISSN: 1470-1545</identifier><identifier>DOI: 10.1017/S0272263122000018</identifier><language>eng</language><publisher>New York, USA: Cambridge University Press</publisher><subject>College Students ; Cues ; English (Second Language) ; English as a second language ; Evidence ; Listening ; Listening Comprehension ; Nonverbal Communication ; Qualitative research ; Repair ; Researchers ; Second language instruction ; Second Language Learning ; Sign language ; Speech perception ; Stimuli ; Tutoring ; University students ; Verbal communication</subject><ispartof>Studies in second language acquisition, 2022-12, Vol.44 (5), p.1240-1259</ispartof><rights>The Author(s), 2022. Published by Cambridge University Press</rights><rights>The Author(s), 2022. Published by Cambridge University Press. This work is licensed under the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c382t-6cd796b3828457a6b7308a384c8c3111596cb697bc2ad7814bdf992930d606cd3</citedby><cites>FETCH-LOGICAL-c382t-6cd796b3828457a6b7308a384c8c3111596cb697bc2ad7814bdf992930d606cd3</cites><orcidid>0000-0003-3165-9687 ; 0000-0001-6696-2411</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.cambridge.org/core/product/identifier/S0272263122000018/type/journal_article$$EHTML$$P50$$Gcambridge$$Hfree_for_read</linktohtml><link.rule.ids>164,314,780,784,27915,27916,55619</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1355976$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>McDonough, Kim</creatorcontrib><creatorcontrib>Lindberg, Rachael</creatorcontrib><creatorcontrib>Trofimovich, Pavel</creatorcontrib><title>EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING</title><title>Studies in second language acquisition</title><addtitle>Stud Second Lang Acquis</addtitle><description>This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g., what?, sorry?). Brief, silent video clips were presented to 60 raters across two experiments who assessed the listener’s comprehension, which was their perception about how well the listener had understood the speaker. Experiment 1 tested whether raters can differentiate between the onset and release of listener holds while Experiment 2 examined whether they are sensitive to the sequential organization of holds. Results indicated that raters clearly differentiated between hold onsets and releases and were sensitive to the temporal position of holds in the entire repair sequence. Taken together, these findings suggest that holds are a reliable signal of nonunderstanding with potential implications for L2 teaching and assessment.</description><subject>College Students</subject><subject>Cues</subject><subject>English (Second Language)</subject><subject>English as a second language</subject><subject>Evidence</subject><subject>Listening</subject><subject>Listening Comprehension</subject><subject>Nonverbal Communication</subject><subject>Qualitative research</subject><subject>Repair</subject><subject>Researchers</subject><subject>Second language instruction</subject><subject>Second Language Learning</subject><subject>Sign language</subject><subject>Speech perception</subject><subject>Stimuli</subject><subject>Tutoring</subject><subject>University students</subject><subject>Verbal communication</subject><issn>0272-2631</issn><issn>1470-1545</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>IKXGN</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><recordid>eNp1kFtLw0AQhRdRsFZ_gA_Cgs_RvSR7eQzpto3ETclFfAvJJpUWa-umffDfu6FFH8RhYAbOd87AAHCL0QNGmD_miHBCGMWEIFdYnIER9jnycOAH52A0yN6gX4Krvl87hHFOR2ChXsPnWMd6BrOwUBlcqCxSiyJONUyncJ4mkxyGruFLnJdhAqNSDUIS54XSjtepLvVEZXkR6omLuQYXy_q9725OcwzKqSqiuZekszgKE89QQfYeMy2XrHG78ANes4ZTJGoqfCMMxRgHkpmGSd4YUrdcYL9pl1ISSVHLkDPTMbg_5u7s9vPQ9ftqvT3YD3eyIpxyKqhAwlH4SBm77XvbLaudXW1q-1VhVA2Pq_48znnujp7OrswPr54wDQLJmdPpKbPeNHbVvnW_p_9P_QaVMG9-</recordid><startdate>20221201</startdate><enddate>20221201</enddate><creator>McDonough, Kim</creator><creator>Lindberg, Rachael</creator><creator>Trofimovich, Pavel</creator><general>Cambridge University Press</general><scope>IKXGN</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7T9</scope><scope>7XB</scope><scope>88B</scope><scope>88G</scope><scope>8A4</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>AIMQZ</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>CPGLG</scope><scope>CRLPW</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>LIQON</scope><scope>M0P</scope><scope>M2M</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>PSYQQ</scope><scope>Q9U</scope><orcidid>https://orcid.org/0000-0003-3165-9687</orcidid><orcidid>https://orcid.org/0000-0001-6696-2411</orcidid></search><sort><creationdate>20221201</creationdate><title>EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING</title><author>McDonough, Kim ; Lindberg, Rachael ; Trofimovich, Pavel</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c382t-6cd796b3828457a6b7308a384c8c3111596cb697bc2ad7814bdf992930d606cd3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>College Students</topic><topic>Cues</topic><topic>English (Second Language)</topic><topic>English as a second language</topic><topic>Evidence</topic><topic>Listening</topic><topic>Listening Comprehension</topic><topic>Nonverbal Communication</topic><topic>Qualitative research</topic><topic>Repair</topic><topic>Researchers</topic><topic>Second language instruction</topic><topic>Second Language Learning</topic><topic>Sign language</topic><topic>Speech perception</topic><topic>Stimuli</topic><topic>Tutoring</topic><topic>University students</topic><topic>Verbal communication</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McDonough, Kim</creatorcontrib><creatorcontrib>Lindberg, Rachael</creatorcontrib><creatorcontrib>Trofimovich, Pavel</creatorcontrib><collection>Cambridge Journals Open Access</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>ProQuest One Literature</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>Linguistics Collection</collection><collection>Linguistics Database</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>ProQuest One Literature - U.S. Customers Only</collection><collection>Education Database</collection><collection>Psychology Database</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><jtitle>Studies in second language acquisition</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McDonough, Kim</au><au>Lindberg, Rachael</au><au>Trofimovich, Pavel</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1355976</ericid><atitle>EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING</atitle><jtitle>Studies in second language acquisition</jtitle><addtitle>Stud Second Lang Acquis</addtitle><date>2022-12-01</date><risdate>2022</risdate><volume>44</volume><issue>5</issue><spage>1240</spage><epage>1259</epage><pages>1240-1259</pages><issn>0272-2631</issn><eissn>1470-1545</eissn><abstract>This study examined whether university students perceive holds (i.e., a listener’s temporary cessation of dynamic movement) as a visual cue of nonunderstanding. Conversations between English second language (L2) university students were sampled to extract episodes of other-initiated repair through open clarification requests (e.g., what?, sorry?). Brief, silent video clips were presented to 60 raters across two experiments who assessed the listener’s comprehension, which was their perception about how well the listener had understood the speaker. Experiment 1 tested whether raters can differentiate between the onset and release of listener holds while Experiment 2 examined whether they are sensitive to the sequential organization of holds. Results indicated that raters clearly differentiated between hold onsets and releases and were sensitive to the temporal position of holds in the entire repair sequence. Taken together, these findings suggest that holds are a reliable signal of nonunderstanding with potential implications for L2 teaching and assessment.</abstract><cop>New York, USA</cop><pub>Cambridge University Press</pub><doi>10.1017/S0272263122000018</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0003-3165-9687</orcidid><orcidid>https://orcid.org/0000-0001-6696-2411</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0272-2631 |
| ispartof | Studies in second language acquisition, 2022-12, Vol.44 (5), p.1240-1259 |
| issn | 0272-2631 1470-1545 |
| language | eng |
| recordid | cdi_proquest_journals_2737383808 |
| source | Cambridge Journals - CAUL Collection |
| subjects | College Students Cues English (Second Language) English as a second language Evidence Listening Listening Comprehension Nonverbal Communication Qualitative research Repair Researchers Second language instruction Second Language Learning Sign language Speech perception Stimuli Tutoring University students Verbal communication |
| title | EXAMINING RATER PERCEPTION OF HOLDS AS A VISUAL CUE OF LISTENER NONUNDERSTANDING |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-15T07%3A43%3A06IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=EXAMINING%20RATER%20PERCEPTION%20OF%20HOLDS%20AS%20A%20VISUAL%20CUE%20OF%20LISTENER%20NONUNDERSTANDING&rft.jtitle=Studies%20in%20second%20language%20acquisition&rft.au=McDonough,%20Kim&rft.date=2022-12-01&rft.volume=44&rft.issue=5&rft.spage=1240&rft.epage=1259&rft.pages=1240-1259&rft.issn=0272-2631&rft.eissn=1470-1545&rft_id=info:doi/10.1017/S0272263122000018&rft_dat=%3Cproquest_cross%3E2737383808%3C/proquest_cross%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=2737383808&rft_id=info:pmid/&rft_cupid=10_1017_S0272263122000018&rft_ericid=EJ1355976&rfr_iscdi=true |