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

Alene Moyer

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EFL/ESL Teaching and Learning Phonetics and Phonology Research Second Language Acquisition and Learning

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.

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References

1967The Biological Foundations of Language 1999A Cognitive Approach to Language Learning 2008Variation in Working Memory 1989What is the logical problem of foreign language learning?2001Factors affecting degree of foreign accent in an L2: a review 1999Age Constraints on Second-Language Acquisition 2003Attitudes, Motivation, and Second Language Learning: A Meta–Analysis of Studies Conducted by Gardner and Associates 2007Phonetic learning as a pathway to language: new data and native language magnet theory expanded (NLM-e)

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