Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation

Autor/in	Moyer, Alene
Titel	Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation
Quelle	In: Applied Linguistics, 35 (2014) 4, S.418-440 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amu012
Schlagwörter	Second Language Learning; Phonology; Metacognition; Profiles; Native Speakers; Morphology (Languages); Syntax; Talent; Cognitive Style; Learning Strategies; Learning Experience; Language Research; Pronunciation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fonologie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Charakterisierung; Profilanalyse; Muttersprachler; Morphology; Morphologie; Begabung; Hochbegabung; Cognitive styles; Kognitiver Stil; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernerfahrung; Sprachforschung; Aussprache
Abstract	A number of studies attest to the late language learner's ability to attain native-like outcomes in morphology and syntax, with accent often the only linguistic hint of their non-native status. Nevertheless, some do end up sounding native-like despite a late start. This article explores possible explanations for "exceptional" outcomes in L2 phonology, specifically, whether such learners' abilities are due to innate talent, a metacognitive learning approach, a certain social-psychological orientation, or specific kinds of experience. Various learners profiles are compared, an argument is made for learner engagement and self-regulation, and areas for future research are outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10