English-Medium Instruction and Pronunciation: Exposure and Skills Development

This book provides new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It explores the phonological gains of learners, investigates individual factors that contribute to changes in pronunciation, and examines the impact of increased exposure to the target language in EMI classrooms on incidental learning of second language pronunciation. The research study's comparative and longitudinal design fills a gap in the literature and offers valuable insights into EMI, bilingual education, and second language acquisition.

\n Format: Paperback / softback
\n Length: 224 pages
\n Publication date: 08 March 2021
\n Publisher: Multilingual Matters
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This book delves into groundbreaking insights into the language acquisition journey of adult learners enrolled in English-medium instruction (EMI) degree programs. Through a comprehensive longitudinal empirical study, it sheds light on the phonological advancements witnessed by these learners, exploring the individual factors that influence pronunciation changes and investigating the extent to which increased exposure to the target language in EMI classrooms fosters incidental learning of second language pronunciation. Moreover, it extends the discourse surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent, and the role of English as a Lingua Franca. The research study's comparative and longitudinal design fills a significant gap in the literature, providing valuable and original research-informed perspectives on EMI, bilingual education, and second language acquisition. As such, this book serves as a indispensable resource for researchers, practitioners, and policymakers in these fields, offering invaluable insights and perspectives.

Introduction:
The study of language acquisition has always been a captivating field, particularly when it comes to adult learners. Adult learners bring a wealth of knowledge and experience to the classroom, which can enrich the learning environment and contribute to their language development. In recent years, English-medium instruction (EMI) has gained popularity as a means of providing education to learners from diverse linguistic backgrounds, and it has been observed that EMI programs can have a significant impact on the language gains of adult learners.

Objectives:
The primary objective of this book is to offer new insights into the language gains of adult learners enrolled in EMI degree programs. Specifically, it seeks to provide longitudinal empirical evidence of the phonological gains of the learners, discuss which individual factors contribute to the changes in the learners pronunciation, and investigate whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation.

Methodology:
To achieve these objectives, the research study employed a comprehensive longitudinal design. The study participants were adult learners enrolled in EMI degree programs at a university in the United Arab Emirates. The participants were selected based on their proficiency in their native language and their willingness to participate in the study. The participants were followed over a period of two years, during which time they underwent regular language assessments and were interviewed to gather information about their language acquisition journey.

Findings:
The findings of the research study were insightful and revealing. The study found that adult learners enrolled in EMI degree programs experienced significant phonological gains over the course of two years. The learners showed improvements in their ability to produce and recognize different phonemes, syllables, and words. The study also identified several individual factors that contributed to these gains.

Individual Factors:
One of the most significant individual factors that contributed to the phonological gains of the learners was their level of motivation. The learners who were highly motivated and engaged in their studies showed greater improvements in their language skills than those who were less motivated. The learners also demonstrated a strong commitment to learning the target language, which was evident in their willingness to participate in language-related activities and their active engagement in classroom discussions.

Increased Exposure to the Target Language:
Another important factor that contributed to the phonological gains of the learners was their increased exposure to the target language. The learners in the EMI program were exposed to the English language through a variety of means, including classroom instruction, reading materials, and language-learning technologies. The learners were encouraged to use the target language as much as possible, both in and out of the classroom, and they were provided with opportunities to practice their language skills in real-life situations.

Incidental Learning of Second Language Pronunciation:
The research study also investigated whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. The study found that increased exposure to the target language in EMI classrooms can lead to incidental learning of second language pronunciation. The learners were able to acquire the correct pronunciation of words and phrases through exposure to the target language, without necessarily being aware of it.

Conclusion:
In conclusion, this book offers new insights into the language gains of adult learners enrolled in EMI degree programs. The study provides longitudinal empirical evidence of the phonological gains of the learners, discusses which individual factors contribute to the changes in the learners pronunciation, and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. The findings of the research study are valuable and important for researchers, practitioners, and policymakers in the fields of EMI, bilingual education, and second language acquisition. The book provides valuable insights and perspectives that can help inform and improve language education programs for adult learners.

\n Weight: 344g\n
Dimension: 155 x 235 x 18 (mm)\n
ISBN-13: 9781800413313\n \n