|
|
x | |
Acknowledgments |
|
xi | |
Introduction |
|
1 | (8) |
|
1 The scope and relevance of accent |
|
|
9 | (12) |
|
1.1 A definition of accent |
|
|
10 | (2) |
|
1.2 Challenges for the L2 user |
|
|
12 | (6) |
|
1.2.1 Phonological style and fluency |
|
|
13 | (1) |
|
1.2.2 Attitudes toward non-native accents |
|
|
14 | (1) |
|
1.2.3 L1-L2 phonological contrasts |
|
|
15 | (3) |
|
1.3 Ultimate attainment in L2 phonology |
|
|
18 | (1) |
|
1.4 Conclusion: the salience of accent in a second language |
|
|
19 | (2) |
|
|
21 | (28) |
|
2.1 Age effects research in L2 phonology |
|
|
21 | (4) |
|
2.2 A critical look at the critical period for phonology |
|
|
25 | (2) |
|
2.3 Neural organization and the question of plasticity |
|
|
27 | (3) |
|
2.4 L2 phonological knowledge and cognitive processes |
|
|
30 | (12) |
|
2.4.1 Categorical perception |
|
|
31 | (6) |
|
|
37 | (2) |
|
2.4.3 Universal processes and markedness |
|
|
39 | (3) |
|
2.5 Possible advantages of early bilingualism |
|
|
42 | (4) |
|
2.5.1 Metalinguistic and phonological awareness |
|
|
42 | (1) |
|
2.5.2 Underlying phonological representations |
|
|
43 | (1) |
|
2.5.3 Uniqueness of bilingual language processing |
|
|
44 | (1) |
|
2.5.4 Early passive exposure to L2 |
|
|
45 | (1) |
|
2.6 Conclusion: reframing the age debate for L2 accent |
|
|
46 | (3) |
|
3 Accent and the individual |
|
|
49 | (36) |
|
3.1 Intrinsic individuaLdifferences |
|
|
51 | (11) |
|
|
52 | (1) |
|
|
53 | (1) |
|
3.1.3 Hemispheric preference, musical `talent,' and experience |
|
|
54 | (2) |
|
3.1.4 Learning styles and strategies |
|
|
56 | (2) |
|
|
58 | (4) |
|
3.2 Socio-psychological factors |
|
|
62 | (10) |
|
3.2.1 Identity, acculturation, and the `linguistic ago' |
|
|
62 | (5) |
|
|
67 | (3) |
|
3.2.3 Attitudes and learner investment |
|
|
70 | (2) |
|
|
72 | (8) |
|
3.3.1 Length of residence |
|
|
73 | (2) |
|
|
75 | (1) |
|
|
76 | (2) |
|
|
78 | (2) |
|
3.4 Exceptional language learners |
|
|
80 | (2) |
|
3.5 Conclusion: gaps in theory and method |
|
|
82 | (3) |
|
|
85 | (40) |
|
4.1 Historical perspectives on a standard accent in English |
|
|
87 | (5) |
|
4.2 Communicative effects of a non-native accent |
|
|
92 | (10) |
|
4.2.1 Comprehensibility, intelligibility, and accentedness |
|
|
93 | (6) |
|
4.2.2 Phonological accommodation |
|
|
99 | (3) |
|
4.3 Reactions to non-native speech |
|
|
102 | (7) |
|
4.3.1 Prestige, prejudice, and familiarity |
|
|
102 | (3) |
|
4.3.2 Linguistic and contextual factors |
|
|
105 | (1) |
|
4.3.3 Demographic factors |
|
|
106 | (1) |
|
4.3.4 Communicative consequences |
|
|
107 | (1) |
|
|
108 | (1) |
|
4.4 Strongholds of accent stereotypes |
|
|
109 | (12) |
|
4.4.1 Media portrayals of non-native speakers |
|
|
111 | (2) |
|
|
113 | (3) |
|
4.4.3 The international teaching assistant controversy |
|
|
116 | (5) |
|
4.5 Conclusion: accent and assimilation |
|
|
121 | (4) |
|
|
125 | (21) |
|
|
126 | (2) |
|
5.2 Accent, employability, and earnings |
|
|
128 | (3) |
|
5.3 Challenges to accent in the workplace |
|
|
131 | (9) |
|
5.4 Accent bias in the courtroom |
|
|
140 | (3) |
|
5.5 Conclusion: future empirical and legal challenges |
|
|
143 | (3) |
|
|
146 | (25) |
|
6.1 Phonology's place in the FL classroom |
|
|
147 | (1) |
|
6.2 Classroom approaches to phonological instruction: past and present |
|
|
148 | (4) |
|
6.3 The basis for instructional efficacy in L2 phonology |
|
|
152 | (6) |
|
6.3.1 Explicit practice, attention, and awareness |
|
|
152 | (2) |
|
|
154 | (2) |
|
6.3.3 The role of feedback |
|
|
156 | (2) |
|
6.4 Computer-assisted pronunciation training |
|
|
158 | (3) |
|
6.5 Effects of orthographic input |
|
|
161 | (2) |
|
6.6 Accent within current standards models |
|
|
163 | (4) |
|
6.7 Conclusions: the potential of phonological instruction |
|
|
167 | (4) |
|
|
171 | (8) |
|
7.1 Accent in a second language: viewpoints and expectations |
|
|
171 | (1) |
|
7.2 Remaining questions and methodological recommendations |
|
|
172 | (5) |
|
7.3 The unique challenge of L2 accent |
|
|
177 | (2) |
Glossary |
|
179 | (5) |
References |
|
184 | (33) |
Index |
|
217 | |