Young Norwegian Learners’ Perception and Recognition of English Variants : Relationships with language exposure and media intake

Abstract

English as a tool of communication is emphasized in the Norwegian subject curriculum reform of 2020, and no competence aims are directly connected towards the choice of English variant. The present study investigates young Norwegian learners’ perception of differences between American English and British English and their ability to identify a specific variant, seen in relation to passive English exposure. The data collection comprised two parts: a questionnaire of exposure to English outside of school and a perception test of selected phonetic features contrasting the English variants under investigation. 40 students in year 5 participated in the study, allowing for a thorough investigation of weekly English exposure and self-assessment of basic L2 proficiency through selected statements. The present study aims to determine which external factors of English exposure might affect comprehension of differences between English variants. The perception test presented words and sentences pronounced in both American English and British English, and the participants were asked whether they perceived a difference or not. The participants were also presented with words and sentences in either British or American and were asked to identify which English variant they heard.