ABSTRAITNous avons examine longitudinalement le developpement en contexte naturel de la prononciation en anglais L2 chez deux groupes de locuteurs: mandarin (LMA) et langues slaves (LSL). Au depart, les 50 participants ont realise les taches de production, qui leur ont ete passees huit fois de plus, sur une periode de dix ans. Nous rapportons ici les jugements sur l'accentuation, la comprehensibilite et la fluidite des locuteurs restant a la 10e annee, apres attrition au sein des deux groupes (LMA n = 6; LSL n = 12). Les donnees collectees aux annees sept et 10 ont revele que lesLSL ont ameliore leur intelligibilite et leur fluidite a chaque point de comparaison, tandis que les LMA presentaient une variabilite: une amelioration de la comprehensibilite de la 7e a la 10e annee, apres une deterioration lors de points de comparaisons precedents. Les LSL ont demontre une amelioration de l'accent a plusieurs reprises, tandis que les LMA n'en ont montre aucune dans le temps. Les donnees ont ete examinees pour determiner des differences individuelles. Les reponses aux entretiens et une enquete sur l'utilisation de la langue ont ete comparees aux trajectoires des participants. Une amelioration constante a ete observee de la 7(e) a la 10(e) annee chez certains locuteurs, mais la majorite d'entre eux a plafonne ou encore regresse. Nous avons egalement sollicite l'avis des locuteurs sur leurs progres. Ces resultats sont interpretes dans le cadre de & DLANGBRAC; la volonte de communiquer & drangbrac;. Des suggestions sont offertes pour la recherche et les interventions pedagogiques. PLAIN LANGUAGE SUMMARYThis longitudinal study involved collecting data from two groups of second language speakers (Mandarin and Slavic language speakers) over 10 years. We recorded picture narratives from the 2-month, 1-year, 2-year, 7-year, and 10-year points. Audio samples of 20-25 s were randomized and played to 20 listeners who rated them on three dimensions using 9-point scales: fluency (1 = extremely fluent; 9 = extremely dysfluent); comprehensibility (1 = easy to understand; 9 = extremely difficult to understand); and accentedness (1 = no accent; 9 = extremely strong accent). Analyses indicated that the Slavic language speakers improved in comprehensibility and fluency at each comparison point, while the Mandarin speakers' results were variable: there was improvement in comprehensibility from Year 7 to Year 10, but only after worsening at earlier points. The Slavic language group showed improvement in accentedness at several times, whereas the Mandarin group showed no improvement in accentedness at any point. We then considered individual trajectories, in the light of the language contexts in which each participant was immersed. There was tremendous variability in learner progress, but interestingly, the person who had the best ratings at the outset was judged the best after 10 years. It is clear that each person's individual circumstances had an effect on their productions in English. The trajectories also suggested that some individuals made consistent progress in comprehensibility and fluency from Year 7 to Year 10, demonstrating that naturalistic language learning, at least for these dimensions, can continue for a long time, depending on the individual's personal circumstances. The richer the interaction opportunities, the better. We examined the naturalistic pronunciation development of two groups of L2 speakers over 10 years. Initially, 50 beginner ESL students participated in production tasks; despite attrition, the tasks were administered eight more times. Here we report listener judgements of accentedness, comprehensibility and fluency for the remaining six Mandarin and 12 Slavic language speakers at Year 10. Analyses of listener judgments of accentedness, comprehensibility, and fluency of utterances recorded at the 2-month, 1-year, 2-year, 7-year and 10-year points revealed that the Slavic language speakers improved in comprehensibility and fluency at each comparison point, while the Mandarin speakers' results were variable; there was improvement in comprehensibility from Year 7 to Year 10, but only after worsening at earlier points. The Slavic language group showed improvement in accentedness several times, whereas the Mandarin group showed no improvement in accentedness at any point. The data were examined for individual differences in learning trajectories. Interview responses and a survey of language use were compared to participants' trajectories. Some speakers showed steady improvement from Year 7 to Year 10, but the majority plateaued or regressed. We also elicited speakers' views of their progress. The results are interpreted through Complexity Theory and the Willingness to Communicate framework. Suggestions are made for research and teaching interventions.
