Age, Accent and Experience in Second Language Acquisition

Moyer, Alene

doi:10.21832/9781853597190

Cited by 165 publications

(84 citation statements)

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“…Success in attaining L2 phonological features was studied in earlier SLA literature by calling on such variables as L1 transfer, developmental effects, neurobiological and maturational constraints, markedness, and environmental effects (Birdsong, ; Hansen, ; Hawkins, ; Moyer, ). Addressing the role of cognitive and neurocognitive development and aging and maturational constraints on native‐like accent attainment (Flege et al, ; Moyer, ), this work focused on whether variation in accentedness could be explained by the ultimate attainment theory or critical period hypothesis, which led to a vigorous controversy (for reviews see Birdsong, ; DeKeyser & Larson–Hall, ; Moyer, ). Some argued that native‐like accent attainment is not possible at all (Abrahamsson & Hyltenstam, ; Bley–Vroman, ) whereas others suggested that attaining a native‐like accent is not markedly rare (Birdsong, ; Bongaerts et al, ; Flege, Munro, & MacKay, ; Moyer, ).…”

Section: Research On Native‐like Accentmentioning

confidence: 99%

“…Addressing the role of cognitive and neurocognitive development and aging and maturational constraints on native‐like accent attainment (Flege et al, ; Moyer, ), this work focused on whether variation in accentedness could be explained by the ultimate attainment theory or critical period hypothesis, which led to a vigorous controversy (for reviews see Birdsong, ; DeKeyser & Larson–Hall, ; Moyer, ). Some argued that native‐like accent attainment is not possible at all (Abrahamsson & Hyltenstam, ; Bley–Vroman, ) whereas others suggested that attaining a native‐like accent is not markedly rare (Birdsong, ; Bongaerts et al, ; Flege, Munro, & MacKay, ; Moyer, ). No matter what side of the argument one takes, these studies are relevant to our project if for no other reason than that they reported variation in learners attaining a native‐like accent.…”

Section: Research On Native‐like Accentmentioning

confidence: 99%

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Kurdish adolescents acquiring Turkish: Their self‐determined motivation and identification with L1 and L2 communities as predictors of L2 accent attainment

Polat

Schallert

2013

The Modern Language Journal

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In this study, we address the particularly charged question of why young adolescent Kurds living and attending school in Turkey, where their education is conducted entirely in Turkish, acquire the accent of the regional Turkish spoken at school and in society to different degrees of native‐likeness. We have chosen to study accent because previous sociolinguistic research and social views of L2 attainment have suggested accent to be the strongest marker of L2 learners' sociocultural identification (Baugh, 1999; Bongaerts, 1999; Labov, 1972; Moyer, 2004; Scovel, 1988). Moreover, we study accent because it is a salient source of linguistic profiling (Baugh, 1999), an important factor that can influence such extrinsic social rewards as access to jobs, entry into a country, housing, or membership in a group, particularly in communities that are imbued with violent conflicts. In our study, we called upon the constructs of identification with speakers of a person's first and second languages (Duff, 2002; Norton Peirce, 1995; Spolsky, 1989) and of self‐determined motivational patterns (Dörnyei, 2005; Pintrich, 2003; Ryan & Deci, 2000) to help elucidate the differing degrees of success in attaining a native‐like Turkish accent exhibited by Kurdish youth in a Turkish‐speaking society.

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Section: Research On Native‐like Accentmentioning

confidence: 99%

Section: Research On Native‐like Accentmentioning

confidence: 99%

Kurdish adolescents acquiring Turkish: Their self‐determined motivation and identification with L1 and L2 communities as predictors of L2 accent attainment

Polat

Schallert

2013

The Modern Language Journal

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“…For example, Purcell and Suter (1980) concluded that the reliable predictors of L2 learners' accents were L1, aptitude for oral mimicry, residency and attitude. In addition, Moyer (2004) considered the following factors as important: L2 experience, L1, aptitude, motivation, frequency of L1 and L2 use, the amount of L2 input, social identity and the kinds of instruction.…”

Section: Sociolinguidtic Factorsmentioning

confidence: 99%

Influential factors on the production of English /θ/ by Japanese learners of English

Aoki

2011

Poznań Studies in Contemporary Linguistics

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This study investigates the linguistic and sociolinguistic factors which trigger high frequency of /s/-substitution (i.e. the substitution of /s/ for /θ/) by Japanese-speaking learners of English. From the production experiment participated by 8 Japanese learners, it was found that /s/-substitution was more likely to occur in a stressed syllable before high vowels in a longer word, with /s/ in proximity, and in more spontaneous speech. The results of this study could be applied to pedagogical strategies to help Japanese learners overcome their pronunciation difficulties more efficiently.

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“…A very large number of studies have shown that second language learners usually speak an L2 with varying degrees of foreign accent (for reviews, see, e.g., Long 1990, Piske et al 2001, Moyer 2004, Gut 2009 ) . According to Munro ( 1998 , p. 139), a foreign accent can be defi ned as "non-pathological speech produced by second language […] learners that differs in partially systematic ways from the speech characteristic of native speakers of a given dialect".…”

Section: Introductionmentioning

confidence: 99%

Pragmatics and Prosody in English Language Teaching

Romero-Trillo¹

2012

Educational Linguistics

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The Educational Linguistics book series focuses on work that is: innovative, trans-disciplinary, contextualized and critical.In our compartmentalized world of diverse academic fi elds and disciplines there is a constant tendency to specialize more and more. In academic institutions, at conferences, in journals, and in publications the crossing of disciplinary boundaries is often discouraged.This series is based on the idea that there is a need for studies that break barriers. It is dedicated to innovative studies of language use and language learning in educational settings worldwide. It provides a forum for work that crosses traditional boundaries between theory and practice, between micro and macro, and between native, second and foreign language education. The series also promotes critical work that aims to challenge current practices and offers practical, substantive improvements.

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Age, Accent and Experience in Second Language Acquisition

Cited by 165 publications

References 0 publications

Kurdish adolescents acquiring Turkish: Their self‐determined motivation and identification with L1 and L2 communities as predictors of L2 accent attainment

Kurdish adolescents acquiring Turkish: Their self‐determined motivation and identification with L1 and L2 communities as predictors of L2 accent attainment

Influential factors on the production of English /θ/ by Japanese learners of English

Pragmatics and Prosody in English Language Teaching

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