Online i Zoom


Foreign-language (L2) learning is highly promoted in modern society. In Europe, 80% of pupils in primary education are required to learn an L2, with the average onset of L2 learning set to 7 years of age (Eurostat, 2016). As a result, in 2016, more than 80% of the EU adult working-age population with a tertiary level of education knew at least one L2, and 76% of them estimated their L2 command as proficient or good (Eurostat, 2016). Despite relatively early onset of L2 learning and extensive L2 exposure (at least 10 years of formal teaching), graduate students exhibit considerable difficulties in their L2 pronunciation, commonly known as ‘having a foreign accent’. These are present even in L2-speaking country immersed students (Flege et al., 1995; Munro et al., 1995). Yet, recent experimental studies suggest that L2 accent can be significantly reduced in as little as three training hours, if learners receive articulatory feedback on their production.

In this talk, I will present data from a number of studies on L2 production learning and will attempt to identify general and individual factors contributing to (1) better L2 pronunciation outcomes, (2) generalization of learning and (3) transfer to perception. I will discuss how findings from training studies can inform pronunciation-teaching practice in instructed settings.