Auditory Factors in Foreign Language Acquisition

AbstractThis paper investigates multilingual learners’ attitudes to native (L1 – Ukrainian), second (L2 – Polish) and foreign (L3 – English) languages’ pronunciation, and discusses them from the perspective of structuring multilingual identity. In the study, the choice of the sample has been controlled in terms of the participants’ nationality and the context in which they acquire their second and foreign languages – variables that are interwoven in shaping identities. More specifically, the 40 Ukrainian individuals, taking part in the study, are in the process of a foreign language acquisition, English, embedded in the context of their second language, Polish. The attitudes to L1, L2 and L3 pronunciation of the 40 multilinguals have been measured quantitatively and analysed with the aim of providing more insight into understanding how individuals construe their multilingual identities. Negative relationships were found between those who reported an L1 accent as an important factor involved in the perception of their selves and the desire to sound native-like in L2 – Polish (r = −0.37, p < 0.05), and L3 – English (r = −0.43, p < 0.05). The latter variable, however, correlated positively with having native-like pronunciation as a goal in learning Polish (r = 0.75, p < 0.05) and English (r = 0.89, p < 0.05).

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Transforming Ways of Enhancing Foreign Language Acquisition in the Spanish Classroom: Experiential Learning Approaches

Foreign Language Annals ◽

10.1111/flan.12267 ◽

2017 ◽

Vol 50 (2) ◽

pp. 398-409 ◽

Cited By ~ 7

Author(s):

Isabel Moreno-López ◽

Aida Ramos-Sellman ◽

Citlali Miranda-Aldaco ◽

Maria Teresa Gomis Quinto

Keyword(s):

Language Acquisition ◽

Experiential Learning ◽

Foreign Language ◽

Learning Approaches ◽

Foreign Language Acquisition ◽

Spanish Classroom

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Auditory Factors in Foreign Language Acquisition*

Modern Language Journal ◽

10.1111/j.1540-4781.1965.tb06258.x ◽

1965 ◽

Vol 49 (1) ◽

pp. 22-31

Author(s):

RalphR. Leutenegger ◽

TheodoreH. Mueller ◽

IrvingR. Wershow

Keyword(s):

Language Acquisition ◽

Foreign Language ◽

Foreign Language Acquisition

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Auditory Processing Disorder and Foreign Language Acquisition

The Clearing House A Journal of Educational Strategies Issues and Ideas ◽

10.1080/00098655.2014.997657 ◽

2015 ◽

Vol 88 (2) ◽

pp. 50-53

Author(s):

Ganna Veselovska

Keyword(s):

Language Acquisition ◽

Foreign Language ◽

Auditory Processing ◽

Auditory Processing Disorder ◽

Foreign Language Acquisition

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The contribution of prosody to intelligibility, comprehensibility and accentedness in foreign language acquisition

Nederlandse taalkunde ◽

10.5117/nedtaa2021.2.006.degr ◽

2021 ◽

Vol 26 (2) ◽

pp. 273-298

Author(s):

Pauline Degrave

Keyword(s):

Language Acquisition ◽

Foreign Language ◽

Language Learners ◽

Musical Training ◽

Potential Effect ◽

Future Research ◽

General Description ◽

Content Type ◽

Foreign Language Learners ◽

Foreign Language Acquisition

Abstract The purpose of this paper is to review recent research illustrating the importance of prosody in foreign language acquisition, and to examine whether music might help in this learning process. The paper starts off by defining prosody and by examining previous research on foreign language prosody acquisition, stating the difficulties for learners and the potential effect of non-native prosody on communication, notably on comprehensibility, intelligibility and accentedness. A subsequent section focuses on prosodic characteristics of Dutch and the problems foreign language learners may encounter in acquiring them. Based on this general description of foreign language prosody acquisition, the paper then zooms in on the link between music and prosody, and on the potential effect of musical training, musical abilities or the use of music in the foreign language classroom on foreign language prosody acquisition. The paper ends with a short discussion on avenues for future research.

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