Exploring the Stability of Second Language Speech Ratings through Task Practice in Bilinguals’ Two Languages

Abstract

This study examined the stability of second language (L2) speech ratings as a function of bilingual raters engaging in perspective taking through practice of the target speaking task. Thirty English-dominant English–French bilinguals evaluated narratives from 40 French speakers of L2 English for segmental errors, intonation, and flow. Before providing the ratings, 20 raters practiced the task in their more or less dominant language (10 per group), while 10 baseline raters performed no practice. Whereas the English practice enhanced raters’ evaluations for two of the three dimensions relative to baseline raters’ assessments, the French practice did not impact rating stability.