ERC Consolidator Grant · 2021
Multiple routes to memory for a second language: Individual and situational factors
Learning a second language (L2) after early childhood is a challenge, and learners differ not only in how well they rise to this challenge, but presumably also in how they do it. For instance, a small minority of talented individuals is able to acquire a near-native accent in L2, despite the fact that the phonetic repertoire normally becomes dedicated to the native language within the first years of life. It seems thus plausible to assume that these learners have access to a different manner of phonetic learning. Different learning situations, e.g. learning a language in the classroom versus learning it by immersion, also seem likely to involve different acquisition mechanisms. However, we…
From the public funding record at EU CORDIS. Describes the funded project, not the reviews below.