Second Language Accent Research Articles

Navigating accent bias in German: children's social preferences for a second-language accent over a first-language regional accent

Spoken language conveys rich sociolinguistic information about a speaker's language background. Previous research indicates that both monolingual and bilingual children use this information when making social decisions. They prefer local speakers whose accent or variety matches their own over speakers of foreign languages or second-language speakers. What remains unclear is how exposure to diverse linguistic communities affects children's preferences for non-local accents. This study examines social preferences for a regional and a second-language accent as a function of prior exposure to diverse accents and languages, measured on a continuous scale. German-speaking primary-school children (aged 7–10) were asked to choose stickers in a forced-choice task using animated cartoon characters. We replicated the observed social preferences for one's local accent. Interestingly, when the local accent was absent, children socially preferred a second-language accent (American) over a first-language regional accent (Bavarian), even though both accents were equally intelligible and relatively unfamiliar to the children, as determined through a sentence repetition task and a geographical classification task. Children's choices were not explained by continuous measures of accent or bilingual exposure. The results suggest a complex interaction of various factors not limited to the speakers' first- or second-language status.

Exploring effects of social information on talker-independent accent adaptation.

The present study examined whether race information about speakers can promote rapid and generalizable perceptual adaptation to second-language accent. First-language English listeners were presented with Cantonese-accented English sentences in speech-shaped noise during a training session with three intermixed talkers, followed by a test session with a novel (i.e., fourth) talker. Participants were assigned to view either three East Asian or three White faces during training, corresponding to each speaker. Results indicated no effect of the social priming manipulation on the training or test sessions, although both groups performed better at test than a control group.

Can non-interactive language input benefit young second-language learners?

To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible - e.g. for children learning a second language that is not the societal language - audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like second-language accent. Young children, first- and second-graders in Hong Kong whose native language was Cantonese Chinese, were given take-home listening assignments in a second language, either English or Putonghua Chinese. Accent ratings of the children's story reading revealed measurable benefits of non-interactive input from native speakers. The benefits were far more robust for Putonghua than English. Implications for second-language accent acquisition are discussed.