Not "feeling" like losing an accent (dialect?)

[Beverly Flanigan]

Krashen's conjecture is not accepted by all second language acquisition
(SLA) researchers, by any means.  His early claim that once you get  "the
din [of another language] in your head" you can pronounce it in native-like
fashion, even as an adult, is highly conjectural.  The same goes for SLA
beyond pronunciation, as any L2 learner knows who's struggled with lexical
nuances and syntactic subtleties.  But we (or I) did say several weeks ago
that 5 is not absolute in second dialect acquisition, though the ability
fades (variably) throughout adolescence and early adulthood.  Motivation is
also a factor, of course (as Ron said), but it can't generally counteract
biology.  Moreover, Krashen's "very well" does not necessarily mean
"perfect," as in your presumably perfect "awe" acquisition.  He hedges his
bets frequently below, using "best," "to some extent," "better," "not bad,"
etc.

Beverly Olson Flanigan
Associate Professor of Linguistics
Ohio University
Athens, OH  45701


At 10:30 AM 10/30/2006, you wrote:
>Steve says we can lose accents, but we choose not to for various reasons.  I
>just talked to a lady from Denver who wants to live in Roanoke VA.  She said
>she was raised in Roanoke and is going back.  I said she had me fooled and
>had no Roanoke dialect at all.  People do change after 5 years old.  See
>another view below.
>
>Tom Z
>
>
>A Conjecture on Accent in a Second Language (1997) Stephen Krashen
>
>Originally published in Z. Lengyel, J. Navracsics, and O. Simon (Eds. )
>1997. Applied Linguistic Studies in Central Europe, vol 1. Department of
>Applied Linguistics, University of Veszprem, Hungary.
>
>Scientists use the term "conjecture" when their generalization is based on
>such flimsy evidence that it does not deserve the label "hypothesis." This
>is such a case.
>My conjecture is that accurate pronunciation in a second language, even in
>adults, is acquired rapidly and very well. We simply do not use our best
>accents because we feel silly.  Restated in more respectable terms, we have
>an "output filter," a block that keeps us from doing our best, from
>"performing our competence." This block is powerful and it is difficulty,
>maybe impossible, to lower or weaken it with conscious effort. (The output
>filter differs from the affective, or input filter.  The affective filter
>prevents input from reaching the language acquisition device. The output
>filter prevents us from using what we have acquired. ) Here is the flimsy
>evidence. Much of it is based on my own experience, but I suspect, after
>presenting these ideas to a number of audiences and getting reactions, that
>others have had similar experiences.
>1. Variability: Our accents in second languages vary, depending on how we
>feel. We are influenced by the situation, especially whether we feel we are
>being evaluated. When I speak French to someone who doesn't speak English
>(or at least not very well), where there is no audience, and I am
>comfortable with that person, I must say that my accent is not bad. On other
>occasions I have been told that I speak French without a trace of a French
>accent.  Here is an example of the latter, an experience I hope some readers
>can identify with. I was visiting Ottawa in the early 1980's, meeting with
>former colleagues,  discussing, in French, our work on sheltered subject
>matter teaching which had begun when I worked there a few years before. I
>was very comfortable with the group I was talking with; they included a
>close friend and my former French teacher. I was doing very well.  While I
>was at the chalkboard, making a point, a stranger entered the room. My mind
>raced: This man is probably a native speaker of French, or at least much
>better than I am, and he probably thinks my French is terrible. My accent
>and fluency deteriorated immediately and involuntarily. In other words, my
>output filter went up.  One of the most accomplished polyglots in the world,
>Dr. Kato Lomb of Hungary, reports that she has had similar experiences. Now
>88, Dr. Lomb has acquired 17 languages and is now working on Hebrew. I
>visited Dr.  Lomb several times recently, and we spoke English (her English
>is excellent). On one visit, my wife and daughter came with me. Dr. Lomb
>remarked to me that she felt her accent in English had been better when we
>were alone. She explained that she felt quite comfortable with my wife and
>daughter, but the fact that she did not know them as well as she knew me
>caused a small amount of self-consciousness and hurt her performance. Dr.
>Lomb is an enormously successful language acquirer and an experienced
>interpreter; if she feels the effects of the output filter, we can be sure
>others do.
>2. Our ability to imitate other dialects of our first language, as well as
>foreign accents. Given sufficient input, we can all do these things to at
>least some extent. The point is that we do not, because we would feel
>uncomfortable doing so. The output filter holds us back.  I can imitate, to
>some extent, a British accent. I have acquired the rules for doing so
>subconsciously, and have no idea what kind of articulatory adjustments I am
>making when I do it. I do not, however, use a British accent when speaking
>to someone from London.  My perception is that it would be rude, and even
>ridiculing, as if I were making fun of his speech, or as if I were
>representing myself as someone I am not.  Similarly, we can imitate foreign
>accents in our first language. Obviously, we do not do this in ordinary
>conversation. It would, we feel, be perceived as rude.  There are domains in
>which the use of these accents is permitted, in plays and jokes, for
>example. Even in these situations, however, their use is sensitive. In
>plays, dialects must be rendered very accurately, and in jokes their use can
>be demeaning.  Our ability, yet reluctance to use accents and dialects again
>shows that we do not perform our competence fully and that there are
>powerful affective forces holding us back.
>3. The alcohol study. Guiora, Beit-Hallahmi, Brannon, Dull, and Scovel
>(1972) asked subjects to drink different amounts of alcohol after eating a
>candy bar.  Not unexpectedly, they reported that subjects' short-term memory
>decreased with greater consumption.  Accent in a foreign language, however,
>was best after subjects drank 1.5 ounces of bourbon. It was less accurate
>with both less and more than this amount of alcohol. There was, in other
>words, an optimal point of inebriation. As most of us know, alcohol has the
>effect of lowering inhibitions. My interpretation of these results is that
>alcohol lowers the output filter, at least temporarily. Too much alcohol,
>however, disturbs control of the speech apparatus.
>4. Stevick's example. Stevick (1980) describes a Swahili class he taught at
>the Foreign Service Institute that had three students in it. One was at a
>significantly higher level than the others. When the top student had to drop
>the class, the number two student suddenly showed a dramatic improvement. My
>conjecture is that his output filter lowered, freed from the inhibiting
>influence of the better student.
>Discussion
>To understand what factors are at work here, we need to consider what
>language is for. Sociolinguists tell us that language has two functions: To
>communicate and to mark the speaker as a member of a social group. A part of
>language that plays a major role in marking us as members of a social group
>is accent. Accent has little to do with communication; we can communicate
>quite well in another language having acquired only some of the sound
>system. Accent tells the hearer who you are, where you are from, in some
>cases your social class, and in other cases your values. When we identify
>with the members of a group, we talk the way they do.  Beebe's review
>(Beebe, 1985) confirms this. We do not always imitate the speech we hear the
>most. Children usually talk the way their peers talk, not the way their
>parents or teachers talk. (In some cases, children do talk like their
>parents; these children identify with adult values, rather than those of
>other children, confirming that it is group membership that counts.) My
>conjecture is that accent is acquired rapidly but is not performed, because
>we do not feel like members of the group that uses it; we are not members of
>the club (Smith, 1988). Either we do not wish to be members or have not been
>invited to be members. And even after we feel we are at least partly in the
>group, we can feel suddenly excluded, resulting in a stronger output filter.
>If this conjecture is correct, it has interesting implications for pedagogy.
>Despite the numerous "accent improvement" courses available, there is no
>evidence that second language accent can be permanently improved by direct
>instruction. Even if we could improve accent through instruction, however,
>the effect might be harmful. Getting people to talk like members of groups
>they do not belong to may be similar to convincing someone to wear
>inappropriate clothing - a tuxedo at an informal lunch or a jogging suit at
>a formal dinner.
>This conjecture does not suggest that all those with accents in their second
>language who live in the country where the language is spoken have failed to
>become members of society. In fact, it suggests the contrary. Most second
>language acquirers have good accents. Listen to them carefully. They are
>rarely perfect if they began the second language as adults, but they
>typically acquire an impressive amount of the sound system. They certainly
>do not speak the second language using only the sound system of their first
>language. The problem is that we usually make "all or nothing" judgments
>with respect to accent. Either it is native-like or "accented." In reality,
>many second language acquirers acquire substantial amounts of the second
>language accent. In addition, it is likely that we hear them under less than
>optimal affective conditions: with lower output filters, they may sound even
>better.
>If this conjecture is correct, another conclusion we can draw is that only
>our "best" accents, produced under optimal conditions, should be considered
>when judging accent quality or when discussing the limits of adult
>acquisition of pronunciation.
>References
>Beebe, L. 1985. Input: Choosing the right stuff. In Gass, S. and Madden. C.
>(Eds. ) Input in Second Language Acquisition. New York: Newbury House. pp.
>404-414.
>Guiora, A. , Beit-Hallahmi, B. , Brannon, R. , Dull, C.  and Scovel, T.
>1972. The effects of experimentally induced changes in ego status on
>pronunciation ability in a second language. Comprehensive Psychiatry 13:
>421-428.
>Smith, F. 1988. Joining the Literacy Club. Portsmouth,  NH: Heinemann.
>Stevick, E. 1980. Teaching Languages: A Way and Ways.  New York: Newbury
>House.
>
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