underlying linguistic knowledge (that is, to an emerging representational deficit of any kind). This assumption is in line with a range of investigations of L1 attrition which argue that this process may affect interface phenomena (e.g. the distribution of overt and null subjects in pro-drop languages) but will not touch the narrow syntax. Phonological attrition Phonological attrition is a form of language loss that affects the speaker's ability to produce their native language with their native accent. A study of five native speakers of American English who moved to Brazil and learned Portuguese as their L2 demonstrates the possibility that one could lose one's L1 accent in place of an accent that is directly influenced by the L2. It is thought that phonological loss can occur to those who are closer to native-like fluency in the L2, especially in terms of phonological production, and for those who have immersed themselves and built a connection to the culture of the country for the L2. A sociolinguistic approach to this phenomenon is that the acquisition of a native-like L2 accent and the subsequent loss of one's native accent is influenced by the societal norms of the country and the speakers' attempt to adapt in order to feel a part of the culture they are trying to assimilate into. This type of attrition is not to be confused with contact-induced change since that would mean speech production changes due to an increased use of another language and not due to the less frequent use of the L1. Studies and hypotheses Lambert and Moore attempted to define numerous hypotheses regarding the nature of language loss, crossed with various aspects of language. They envisioned a test to be given to American State Department employees that would include four linguistic categories (syntax, morphology, lexicon, and phonology) and three skill areas (reading, listening, and speaking). A translation component would feature on a sub-section of each skill area tested. The test was to include linguistic features that are the most difficult, according to teachers, for students to master. Such a test may confound testing what was not acquired with what was lost. Lambert, in personal communication with Köpke and Schmid, described the results as 'not substantial enough to help much in the development of the new field of language skill attrition'. The use of translation tests to study language loss is inappropriate for a number of reasons: it