Abstract
The purpose of this study is to determine the relationship between students’ cultural sensitivity and changes in their pronunciation while abroad. The relationship between L2 pronunciation in Spanish and cultural sensitivity is explored in the study-abroad context. A significant correlation is discovered between the students’ score on the Inventory of Cross-cultural Sensitivity and improvements in the accuracy of their pronunciation as judged by a panel of native Spanish speakers. This study provides empirical evidence that cultural factors enhance language learning. Implications for teaching include the need to incorporate cultural education as a basic component of the language classroom.
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