Foreign Accent: The Phenomenon of Non-native Speech

Moyer, Alene

doi:10.1017/cbo9780511794407

Cited by 175 publications

(109 citation statements)

References 416 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…For some time, the age factor has been recognized as a “macrovariable” (Flege, Yeni‐Komshian, & Liu, ), and age researchers have been calling for dimensions other than maturation to be taken into consideration. Advocates of the Critical Period Hypothesis (CPH) (like Montrul—e.g., , ) and CPH skeptics (like Moyer—e.g., , , ) are one on this point. Montrul () declared that the age notion “cannot be isolated from other co‐occurring factors” (p. 50).…”

Section: Effects Of Age Of First Fl Instruction: Some Backgroundmentioning

confidence: 95%

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

Pfenninger

Singleton

2018

Language Learning

View full text Add to dashboard Cite

Despite contrary research findings, many laypeople still claim that starting second language (L2) instruction early yields linguistic advantages. This assertion is again undermined by a 5‐year longitudinal study conducted in Switzerland testing the English language skills of 636 secondary‐school students who had all learned Standard German and French at primary school, but only half of whom had learned English from age 8, the remainder having started English 5 years later. The results suggest that age‐related attainment effects are overshadowed by other effects, yielding diverse outcomes according to individual differences and contextual effects mediating L2 outcomes. An earlier age of learning proved beneficial only for children raised as biliterate simultaneous bilinguals receiving substantial parental support, as opposed to monolinguals and nonbiliterate bilinguals (simultaneous or sequential). These issues require studies that explore what underlies age effects in L2 learning and investigate how learning contexts shape processes of L2 development.

show abstract

Section: Effects Of Age Of First Fl Instruction: Some Backgroundmentioning

confidence: 95%

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

Pfenninger

Singleton

2018

Language Learning

View full text Add to dashboard Cite

show abstract

“…Over the last several years, for example, evidence has accumulated that adept reliance on language learning strategies as well as self-motivation strategies can boost the effectiveness of the language learning process, even after the closure of critical or sensitive periods, 2 regardless of whether such strategies have been recommended by specialists, suggested by the teacher or developed by the learner himself or herself (Gregersen & MacIntyre, 2014;Moyer, 2013).…”

Section: The Role Of Cognitive Factors and Personality In Slamentioning

confidence: 99%

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

Biedroń

Pawlak²

2016

SSLLT

View full text Add to dashboard Cite

While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.

show abstract

“…Next, speaking a standard Malaysian English should not be presumed as a social stigma (Moyer, 2015). Parlindungan and Friska (2015) claimed that sometimes a child is shy and reluctant to speak up because it is a challenging task to speak correctly like the teacher from Britain who speaks in a British style of pronunciation.…”

Section: Resultsmentioning

confidence: 99%

Polytechnic Learners’ Perception on Pronunciation Acquisition via Questionnaire Administration Today

Kim

Azmi

Teh

2017

PIJSS

View full text Add to dashboard Cite

show abstract

Foreign Accent: The Phenomenon of Non-native Speech

Cited by 175 publications

References 416 publications

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

Polytechnic Learners’ Perception on Pronunciation Acquisition via Questionnaire Administration Today

Contact Info

Product

Resources

About