This study examined the role of discourse organization in second language (L2) comprehensibility ratings. Twelve English for Academic Purposes teachers listened to 60 L2 speech samples elicited through a TOEFL–type integrated speaking task, evaluating each sample for comprehensibility and coherence (perceived interconnectedness of ideas). The samples were analyzed for the occurrence of discourse features at micro and macro levels. Results revealed a strong association between coherence and comprehensibility (r = .70). Whereas L2 speakers’ use of additive connectives (e.g., and) uniquely predicted comprehensibility, ordering of ideas and source–speech similarity in speakers’ performances predicted coherence. Lexical overlaps predicted both constructs. Findings underscore the importance of coherence to comprehensible academic L2 speech demonstrating that the two constructs include partially overlapping yet distinct characteristics.

本研究考察了语篇组织在第二语言 （L2） 可理解性评分中的作用。12 名学术英语教师聆听了通过托福类型的综合口语任务引出的 60 个 L2 语音样本，评估每个样本的可理解性和连贯性（感知到的思想相互关联性）。分析样本在微观和宏观层面上话语特征的出现情况。结果显示连贯性和可理解性之间存在很强的关联 （r = .70）。而 L2 说话人使用加法连接词（例如 and）唯一地预测了可理解性，而说话人表演中的想法排序和源-语音相似性预测了连贯性。词汇重叠预测了这两种结构。研究结果强调了连贯性对可理解的学术 L2 语音的重要性，表明这两种结构包括部分重叠但不同的特征。