An individual’s social network is a very important source of linguistic of input. In this paper, we focus mainly on the linguistic input that students who are non-native speakers of English receive while studying at St. Cloud State University. The university has 15,092 students, including 1,374 internationals, from eighty-nine countries 2 . We investigate the social network of five international students to see how much linguistic input they receive outside of normal instructional hours and if this input has any impact whatsoever on their pronunciation of English vowels. The five interact with 20 people in their social networks, nine of whom are native speakers of English. Cumulatively, the live participants spend 224 hours a week with the friends in their social network. Forty-five hours of these interactional times (20.08%) are with native speakers of English, while 153 hours (68.30%) are spent with people who speak the same native languages as the participants. They also spend 26 hours (11.60%) speaking English with L2 speakers of English. The findings are discussed in light of the Social Network Analysis (SNA) framework and Krashen’s i+1 Input Hypothesis.
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Koffi, Ettien; Ridpath, Patrick; Al Jumaah, Thana; Arapova, Aizhan; Herrera, Karla Huezo; and Coreas, Joel Pena
"L2 English Pronunciation Assessment based on Social Network Analysis and the i+1 Input Hypothesis,"
Linguistic Portfolios: Vol. 6
, Article 6.
Available at: https://repository.stcloudstate.edu/stcloud_ling/vol6/iss1/6