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Smoothie or Fruit Salad? Learners’ Descriptions of Accents as Windows to Concept Formation

dc.contributor.authorHenderson, Aliceen
dc.date.accessioned2015-12-03T08:45:11Z
dc.date.available2015-12-03T08:45:11Z
dc.date.issued2015-07-10en
dc.identifier.issn1731-7533en
dc.identifier.urihttp://hdl.handle.net/11089/14929
dc.description.abstractThis paper explores the linguistically naive descriptions which one set of EFL learners provided when identifying and describing accents. First and second-year English majors at a French university were asked to do two tasks. First, they listened to two extracts to determine whether the speaker’s accent sounded more British or American, and to explain which features helped them to decide. Later they answered two questions: a) What do you do when you want to sound more like an American? and b) more like a British person? The analysis of their answers highlights learners’ underlying representations of accents as well as concept formation in relation to English pronunciation. I argue that this cognitive aspect of L2 learning should be addressed explicitly in instruction.en
dc.publisherWydawnictwo Uniwersytetu Łódzkiegoen
dc.relation.ispartofseriesResearch in Language;13en
dc.rightsThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.titleSmoothie or Fruit Salad? Learners’ Descriptions of Accents as Windows to Concept Formationen
dc.page.number1-20en
dc.contributor.authorAffiliationUniversité de Savoie, Franceen
dc.identifier.eissn2083-4616
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dc.contributor.authorEmailalice.Henderson@univ-savoie.fren
dc.identifier.doi10.1515/rela-2015-0009en


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