Accentedness Implications on French-Language Learners’ Identity and Investment: A Case Study

In this study, I explore the relationship between the perceived accentedness of French-language learners (FLLs) and its impact on their identity and investment in pronunciation skills. I draw on the concept of learner investment (Norton Pierce, 1995; Norton, 2013) as a key aspect of language learning research focused on identity and in connection to the pronunciation field. This paper's primary goal is to explore the link between the perceived accentedness of FLLs and their identity. I also examine the repercussions of accentedness on FLLs' investment in their pronunciation skills. To address these questions, I focused on four participants' replies to an online survey and examined the semi-structured interviews they participated in through Analysis of Narratives. This case study highlights that positive or negative implications on their identity may arise depending on their perception of their accentedness, driving their desire to invest in pronunciation.