The objective of this case study is to explore the strategies of a group of English learners in the acquisition of pronunciation markers of the various accents they are exposed to through activities in informal contexts. Data were collected through oral diaries and interviews with non-language students in a French university. The preliminary results show that these learners use cognitive, metacognitive, and socio-affective strategies such as (1) exposition to authentic resources, (2) viewing mode, (3) attention to aural input, (4) accent preference, (5) oral interaction (6) multiple viewing and recall, (7) repetition and imitation, (8) online search, and (9) global comprehension. Pedagogical implications are drawn concerning the exploitation of audio-visual input.

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