Universitat de Lleida
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.
The present study benefitted from grants FFI2012–35834 and FFI2013-40952-P.
English
Aprenentatge; Llengua segona -- Adquisició; Pronunciació -- Anglès
John Benjamins
info:eu-repo/grantAgreement/MINECO//FFI2012-35834/ES/INTERCULTURALIDAD, CIUDADANIA EUROPEA E INGLES COMO LINGUA FRANCA: ENTRE LAS POLITICAS Y LAS PRACTICAS EN LOS PROGRAMAS DE MOVILIDAD INTERNACIONAL UNIVERSITARIA/
info:eu-repo/grantAgreement/MINECO//FFI2013-40952-P/ES/MULTIMODALIDAD Y COMPRENSION: LOS EFECTOS DE UN PROGRAMA DE LECTURA Y AUDICION SIMULTANEAS EN LA ADQUISICION DEL INGLES COMO LENGUA EXTRANJERA/
Versió postprint del document publicat a https://doi.org/10.1075/sar.1.1.04lla
Study Abroad Research in Second Language Acquisition and International Education, 2016, vol. 1, p. 88-106
(c) John Benjamins, 2016
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