6 Influence of television series on pronunciation
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Kossi Seto Yibokou
Abstract
This study seeks to explore the impact of informal out-of-class exposure to authentic input on English as a second language learners’ pronunciation. Data was collected from 20 French students who participated in a pronunciation task followed by a questionnaire about their formal (classroom) and informal (leisure) activities in English. The results of the acoustic analysis show that the participants’ pronunciation is composed of mixed phonological features akin to British, American and French accents. Although there are individual differences in their productions, all participants tend to unconsciously imitate phonological features from the videos they watch. From the data provided in a questionnaire, I argue that the elements of American English found in their pronunciation emanate from informal exposure, mainly by watching American television series, whilst the British phonological aspects come from the formal sphere. It is further hypothesized that viewing activities might allow learners to understand, pick up sociolinguistic elements and speak the varieties of English accents (World Englishes) they are exposed to through their leisure activities. From a pedagogical standpoint, these results could encourage teachers and learners to value and take advantage of such informal language practices.
Abstract
This study seeks to explore the impact of informal out-of-class exposure to authentic input on English as a second language learners’ pronunciation. Data was collected from 20 French students who participated in a pronunciation task followed by a questionnaire about their formal (classroom) and informal (leisure) activities in English. The results of the acoustic analysis show that the participants’ pronunciation is composed of mixed phonological features akin to British, American and French accents. Although there are individual differences in their productions, all participants tend to unconsciously imitate phonological features from the videos they watch. From the data provided in a questionnaire, I argue that the elements of American English found in their pronunciation emanate from informal exposure, mainly by watching American television series, whilst the British phonological aspects come from the formal sphere. It is further hypothesized that viewing activities might allow learners to understand, pick up sociolinguistic elements and speak the varieties of English accents (World Englishes) they are exposed to through their leisure activities. From a pedagogical standpoint, these results could encourage teachers and learners to value and take advantage of such informal language practices.
Chapters in this book
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
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Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
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Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
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Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
Chapters in this book
- Frontmatter I
- Contents V
- Author biographies VII
- 1 Introduction to Language Learning and Leisure 1
-
Section 1: The nature of informal second language learning
- 2 Toward an anthropology of Informal Digital Learning of English (IDLE) 21
- 3 Does informal mean implicit? 43
- 4 Smart devices and informal language learning 69
-
Section 2: Language outcomes
- 5 Informal second language learning and EFL learners’ spoken use of discourse markers 91
- 6 Influence of television series on pronunciation 121
-
Section 3: Learner activities
- 7 Mapping space, leisure and informal language learning in the lives of international students in Australia 143
- 8 Learner perspectives on informal L2 vocabulary learning 159
- 9 Mediation in informal language learning activities outside of the classroom 185
- 10 Linguistic risk-taking and informal language learning in Canada and Austria 207
-
Section 4: Psychological dimensions
- 11 Why does IDLE make EFL learners gritty? 241
- 12 Preservice English language teachers and informal digital learning of English (IDLE) in Kazakhstan 269
- 13 Learner profiles and ISLL trajectories 291
-
Section 5: Engagement
- 14 Behaviour, thoughts, and feelings 327
- 15 Learner engagement and learner change under lockdown 359
- 16 Engaging with L2 Netflix 379
- 17 Conclusion 409
- Index 425
