Research has generally found age of learning (AOL) (i.e., age of initial significant L2 exposure) to predict degree of foreign accent (FA), while length of residence (LOR) has sometimes been seen as simply a corollary of AOL. The subjects in the present study were twelve late L2 learners of English with an average AOL of 22.5 and an average LOR of 10, plus a native-speaker control group. All the English-L2 subjects had Spanish and/or Catalan as L1. Short extracts were taken from their oral retelling of a film narrative and judged for FA by four native speakers of English. Language background data were elicited by questionnaire and interview. A significant difference overall emerged between native speakers and non-natives in terms of FA ratings. However, two of the learners scored within the native-speaker range. The discussion examines the possible influence of an array of factors on degree of FA, and explores what might underlie the native-like performance of the two most successful learners.
2023. Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning: Cross-sectional and longitudinal investigations. Bilingualism: Language and Cognition 26:4 ► pp. 762 ff.
Sypiańska, Jolanta
2021. Production of voice onset time (VOT) by senior Polish learners of English. Open Linguistics 7:1 ► pp. 316 ff.
2020. Age. In Individual Differences in Language Learning, ► pp. 11 ff.
Griffiths, Carol & Adem Soruç
2021. Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View. English Teaching & Learning 45:3 ► pp. 339 ff.
PEKER, Hilal & Onur OZKAYNAK
2020. A Critical Review on the Equivocal Definition of Comprehensible Input and the Misleading Use of the Term “Acquisition”. Dil Eğitimi ve Araştırmaları Dergisi 6:1 ► pp. 238 ff.
2017. The younger, the better: Idealized versus situated cognitions of educators about age and instruction of English as a second/foreign language in Pakistan. Language Sciences 64 ► pp. 54 ff.
Moyer, Alene
2017. Autonomy in second language phonology: Choice vs. limits. Language Teaching 50:3 ► pp. 395 ff.
Nagle, Charles L., Alfonso Morales-Front, Colleen Moorman & Cristina Sanz
2016. Disentangling Research on Study Abroad and Pronunciation. In Handbook of Research on Study Abroad Programs and Outbound Mobility [Advances in Higher Education and Professional Development, ], ► pp. 673 ff.
Qureshi, Muhammad Asif
2016. A meta-analysis: Age and second language grammar acquisition. System 60 ► pp. 147 ff.
Moyer, A.
2014. Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation. Applied Linguistics 35:4 ► pp. 418 ff.
2012. ON THE ROLE OF LINGUISTIC CONTEXTUAL FACTORS FOR MORPHOSYNTACTIC STABILIZATION IN HIGH-LEVEL L2 FRENCH. Studies in Second Language Acquisition 34:2 ► pp. 243 ff.
Singleton, David & Justyna Leśniewska
2012. Age and SLA: Research Highways and Bye-Ways. In New Perspectives on Individual Differences in Language Learning and Teaching [Second Language Learning and Teaching, ], ► pp. 97 ff.
Muñoz, Carmen
2011. Input and long-term effects of starting age in foreign language learning. IRAL - International Review of Applied Linguistics in Language Teaching 49:2
Muñoz, Carmen & David Singleton
2011. A critical review of age-related research on L2 ultimate attainment. Language Teaching 44:1 ► pp. 1 ff.
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