Presentation

“I was so immersed in it”: Connecting accentedness to using language for real-life purposes—A case study of a French learner

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Abstract

Research on second language pronunciation has often considered individual differences (IDs) when examining which factors may predict accentedness. However, IDs have usually been viewed in isolation from social contexts. By exploring two IDs from a socially-oriented lens, this case study examines the potential link between one French language learner’s (Gabriel) accentedness and (a) length of instruction and (b) use of and exposure to French. Data were collected from different sources, including an ethnographic survey, a journal documenting Gabriel’s interactions in French outside classroom, and an interview. Ten expert raters evaluated his accentedness. The findings suggest that the length of instruction as a construct should take into account speakers’ prior learning backgrounds and experiences when examining their speech development. Because the participant demonstrated various learning experiences through communication with peers, findings also suggest that frequent interactions that resonate with speakers’ everyday lives, along with more systematic use of the target language in the classroom, can play a role in shaping their accentedness.

Keywords: accentedness, individual differences, qualitative research, French learners, social variables, pronunciation

How to Cite:

Kokx, L. (2026). “I was so immersed in it”: Connecting accentedness to using language for real-life purposes—A case study of a French learner. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–9). Concordia University, Montreal, Canada, October 2025. https://doi.org/10.31274/psllt.22113