1887
Volume 1, Issue 1
  • ISSN 2405-5522
  • E-ISSN: 2405-5530
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Abstract

This study examines the impact of learning context on the L2 pronunciation of 14 Catalan/Spanish-speaking children. Eight children engaged in a two-month study abroad (SA) experience, whereas six students learned English (L2) in their home school. The participants were asked to describe a picture at three data collection times, namely prior to the SA group’s departure to Ireland, immediately after they returned from their stay abroad, and a further year later again. The excerpts were presented to a group of 11 native speakers of English who rated the degree of foreign accent. Results indicate that for the SA group, the difference between the pre- and post-tests was significant, and approaching significance between the pre- and delayed post-tests. For the at-home group of learners, no significant difference was found.

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2016-01-01
2019-10-23
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  • Article Type: Research Article
Keyword(s): age , children , foreign accent , L2 pronunciation , learning context , second language acquisition and Study abroad
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