�"I was so immersed in it":�Connecting accentedness�to using language for meaningful purposes.�A case study of a French learner.
Laëtitia Kokx
Michigan State University
16th Pronunciation in Second Language Learning and Teaching (PSLLT) Conference
Montréal, Québec, Canada
15-17 October 2025
Overview
Introduction
Research in pronunciation acquisition has often examined how individual differences (IDs) predict accentedness, but these personal factors have usually been viewed “in isolation from social context” (Hansen Edwards et al., 2021).
By exploring two IDs from a socially-oriented lens, this case study investigates the relationship between one French language learner’s (Gabriel) accentedness and 1) the length of instruction and 2) the use of and exposure to French.
This study draws on data from a larger linguistic ethnography. I examine how these IDs influence Gabriel’s accentedness by considering his wider learning experiences and social interactions in French.
Previous work
Length of Instruction
While age has been widely studied in pronunciation research, mostly in English L2 contexts, the length of instruction may be more relevant for learners studying a target language in their home country.
Moyer (2014) indicates that even if “instruction can mitigate age effects, […] early exposure does not guarantee native-like attainment.” (p. 15). She also states that the length of instruction “does not appear to have a strong relationship with linguistic outcomes.” (Moyer, 2011, p.204).
Moyer (2007) previously observed a weak correlation between years of English instruction and accent ratings, suggesting that formal instruction alone could not significantly influence accentedness.
Previous work
Use of and Exposure to the TL
The activities in which learners engage using their TL can influence accentedness.
According to Hansen Edwards et al. (2021), social dimensions of the use of the language may be represented by “the level of social engagement the learner has with the L2 culture and speakers, and the development of L2 social networks”.
Research questions
What is the relationship between the length of instruction and Gabriel’s accentedness?
How is the use of and exposure to French linked to Gabriel’s accentedness?
Methodology of the study
Participant
Gabriel is between 18 and 24 years old. His first language (L1) is American English. He began studying French in his first year of college and has received a total of two years of instruction.
Data collection methods
Survey
60-question Qualtrics survey on demographics and Gabriel’s background (languages he speaks, how he learned them, his use of French, his perceptions of the French language and pronunciation
Observations & Fieldnotes
3 weeks of classroom audio recordings
Focus: what is his language use during oral/partners tasks
Fieldnotes: comments on immediate observations, later comments on audio recordings
Journal Entries
Documented French interactions outside class for 1 month
Captured frequency (“quantity”) and nature (“quality”) of use
Methodology of the study
Interview
One-on-one, semi-structured lasting 25 minutes about and conducted in English
Focus: Explore Gabriel’s experiences as a language learner/learner of French, and his personal perceptions about pronunciation
Group interview
4 participants, 35 minutes
Topics: discuss and compare their French learning experiences, use of French in the classroom, and use of French outside the classroom
Accentedness Rating
Speech sample collection: Gabriel was recorded in a spontaneous conversation with a peer on a personal topic (e.g., hobbies, travel)
Rating procedure: 10 expert raters (university French instructors in the US) evaluated Gabriel’s sample on a 9-point scale (1 = no foreign accent, 9 = very strong foreign accent). Raters judged accentedness based on their own perception.
Sample characteristics: Duration: 24 s / Words: 28 (23 after removing repetitions) / Sentences: 2
Methodology of the study
Data analysis procedure
A multi-perspective analysis, combining multiple data sources (surveys, journals, interviews, and observations), aimed to enhance the trustworthiness of the study and to provide a more holistic view of Gabriel’s experiences.
Accentedness ratings: I established the mean of the accentedness score (1–9) across the 10 raters
Survey: I examined Gabriel’s background, length of instruction (RQ1), and exposure to French /use of French in social context (RQ2).
Journal: I coded frequency, type, duration, and meaningfulness of use of French
Interviews: I transcribed and analyzed them to isolate rich excerpts on classroom and out-of-class experiences, and the use of French
Observations and fieldnotes: I documented and interpreted classroom use of French to link engagement in the target language with accentedness
Results
The Relationship Between the Length of Instruction and Gabriel’s Accentedness
Years of formal instruction do not align with accentedness ratings; Gabriel studied French for only two years yet received the highest mean rating.
Educational backgrounds vary, and accentedness doesn’t directly align with the type of institution.
Results
The Relationship Between the Length of Instruction and Gabriel’s Accentedness
However, experiences from different settings may influence accentedness, as suggested in interviews with other students from the study.
Similarly, the type of input received can play a role in accentedness as Gabriel highlighted.
Results
The Relationship Between the Length of Instruction and Gabriel’s Accentedness
Gabriel’s survey responses also highlight the social relevance of the ties he has built with peers and friends over time, which may have influenced his accentedness.
Results
The Link Between the Use of and Exposure to French and Gabriel’s Accentedness
Gabriel’s lower accentedness rating seems to be linked to his meaningful French interactions on relevant topics outside class
The type of interaction and the time spent on it matter more than frequency alone
Results
The Link Between the Use of and Exposure to French and Gabriel’s Accentedness
From observations and fieldnotes, Gabriel mostly used class time to practice and engage in French rather than in English, compared to other students.
This higher engagement, unlike peers who prioritized following instructions or completing tasks, likely supported his pronunciation and may have been an additional factor contributing to his lower mean accentedness rating.
The results suggest that while instruction length is not always linked to accentedness, peer interactions, frequent and meaningful use of French, and systematic classroom practice can significantly shape it.
Results
Summary
Pedagogical implications and limits
Pedagogical implications
Limits
Conclusion
Gabriel’s case supports previous research indicating that the length of instruction and frequency of interactions alone do not necessarily lead to lower accentedness ratings.
Through meaningful social interactions with friends who share his interests, Gabriel develops a form of social sensitivity to the language and situates his communication within personally significant contexts. For learners, this could mean connecting the use of their TL to their real life, that is, having a real purpose for speaking it.
This recalls Moyer’s (2014) point that learners with ‘socially-oriented reasons’ tend to improve their accentedness.
The study emphasizes the importance of considering social factors within the IDs framework, gaining a more holistic perspective of what these IDs can represent socially speaking for students’ accentedness development.
����Thank you!���Questions?��
Laëtitia Kokx
Michigan State University
kokxlaet@msu.edu