The Impact of L2 English Learners' Belief about an Interlocutor's English Proficiency on L2 Phonetic Accommodation

Autor/inn/en	Jiang, Fan; Kennison, Shelia
Titel	The Impact of L2 English Learners' Belief about an Interlocutor's English Proficiency on L2 Phonetic Accommodation
Quelle	In: Journal of Psycholinguistic Research, 51 (2022) 1, S.217-234 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Fan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-021-09835-7
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Student Attitudes; Psycholinguistics; Phonetics; Pronunciation; Vowels; Language Proficiency; Linguistic Theory; Speech Communication; Native Speakers; Task Analysis; Pronunciation Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Schülerverhalten; Psycholinguistik; Phonetik; Fonetik; Aussprache; Language skill; Language skills; Sprachkompetenz; Linguistische Theorie; Muttersprachler; Aufgabenanalyse; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The current study investigates the influence of L2 English learners' belief about their interlocutor's English proficiency on phonetic accommodation and explores whether interaction-induced phonetic convergence could improve L2 English learners' vowel pronunciation. Results from two experiments show that when the subjects believed that their interlocutor was a native English speaker, they generally converged to her vowel pronunciation. When the subjects believed that their interlocutor was a non-native English speaker, they generally diverged from her vowel pronunciation. In addition, phonetic convergence enabled the subjects to improve their L2 English vowel pronunciation, leading to greater similarity to the native interlocutor. The findings are discussed in terms of the Communication Accommodation Theory, the Interactive Alignment Theory, and the Speech Learning Model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01