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By Jette G. Hansen Edwards

This can be a learn of the phonological improvement of a kin of L2 English rookies. it's the first full-length booklet that makes a speciality of a tightly-knit crew of newcomers' acquisition of phonology over a longitudinal time frame, and the 1st ebook to check either social and linguistic elements throughout that point interval. Jette G. Hansen analyses this information amassed from real language rookies within the gentle of modern concept, in addition to demanding elements of present pondering almost about moment language acquisition. buying a Non-Native Phonology consequently makes a huge and unique contribution to the sector and offers an in-depth research and dialogue of the developmental methods in buying a non-native sound approach which has no longer formerly been offered. The booklet is geared toward lecturers drawn to moment language acquisition, and researchers learning phonology more often than not

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In terms of attitudes, research has found that positive attitudes 30 • ACQUIRING A NON-NATIVE PHONOLOGY towards the target language groups can enhance learning while negative attitudes may impede learning (Gardner and Lambert 1972). In some cases, however, negative attitudes can have a positive effect on learning if the learners have strong reasons for learning (Lanoue 1991; Oiler, Baca and Vigil 1977). It is important to note that the relationship between language learning and attitudes is inherently cyclical in nature, in that positive attitudes may lead to learning which in turn may lead to positive attitudes, and vice versa for negative attitudes and a lack of learning.

Another woman also avoided the use of honorifics, instead using the modal auxiliary 'desho' to soften her utterances in a more feminine manner. A third woman, who inaccurately believed that sentential-final particles functioned only in women's language. INVESTIGATING L2 PHONOLOGY • 27 avoided using pragmatic particles altogether. All three women were conscious of their language choices, but avoided using 'correct' Japanese forms in situations when they knew they should, because it conflicted with their LI identity.

Peirce (1995), in her study of the English language acquisition patterns and L2 social identity development of immigrant women in Canada, found that the L2 (in this case Canadian) community limited the interactions the L2 learners had with members of that community, and that 'power relations play a crucial role in social interactions between language learners and target language speakers' (3). Goldstein (1995), in her study of Portuguese women immigrant factory workers in Canada, found that it was the LI community that limited the opportunities that L2 learners had to interact with speakers of the L2.

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