Cover not available

In:English Pronunciation Instruction: Research-based insights
Edited by Anastazija Kirkova-Naskova, Alice Henderson and Jonás Fouz-González
[AILA Applied Linguistics Series 19] 2021
► pp. 147–172

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 7
Pronunciation learning strategies

A task-based perspective

 | University of Opole
Published online: 13 October 2021
DOI logo with link
https://doi.org/10.1075/aals.19.07szy
Abstract
The purpose of this chapter is to present the results of a study that examined types of pronunciation learning strategies (PLSs) used by high- (HA) and low-achieving (LA) L2 pronunciation learners. The participants completed six different tasks and an open-ended questionnaire eliciting the participants’ PLSs deployed for a specific task. Subsequently, the individuals were tested following the same instructions but different content in order to designate high- and low-achievers on particular tasks. The results revealed a considerable divergence in the strategy choice for different tasks and a frequent use of strategy chains in both HA and LA groups. Pedagogical practices informed by these findings are suggested in order to better support effective strategy use by L2 pronunciation learners.
Article outline
  • Introduction
  • Previous research on pronunciation learning strategies
  • The current study
    • Research questions
    • Participants
    • Stimulus materials
    • Instruments
    • Procedure
  • Results and analysis
    • Task 1 results: Vowel identification
    • Task 2 results: IPA-to-orthography
    • Task 3 results: Vowel matching
    • Task 4 results: Minimal pair matching and providing vowel symbols
    • Task 5 results: Identifying letters representing vowels and diphthongs
    • Task 6 results: Identifying schwa in a simple text
  • Discussion and key findings
  • Pedagogical implications
  • Conclusion
  • References
References (35)
References
Akyol, T. (2013). A study on identifying pronunciation learning strategies of Turkish EFL learners. Procedia – Social and Behavioral Sciences, 70, 1456–1462. Google Scholar logo with link to Google Scholar
Całka, A. (2011). Pronunciation learning strategies – Identification and classification. In M. Pawlak, E. Waniek-Klimczak, & J. Majer (Eds.), Speaking and instructed foreign language acquisition (pp. 149–168). Multilingual Matters. Google Scholar logo with link to Google Scholar
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.Google Scholar logo with link to Google Scholar
Chamot, A. U. (2005). Language learning strategy instruction: Current issues and research. Annual Review of Applied Linguistics, 25, 112–130. Google Scholar logo with link to Google Scholar
Cohen, A. D., & Macaro, E. (2007). Language learner strategies. Oxford University Press.Google Scholar logo with link to Google Scholar
Cohen, A. D., & Wang, I. K.-H. (2019). Fine-tuning word meanings through mobile app and online resources: A case study of strategy use by a hyperpolyglot. System, 85, 1–16. Google Scholar logo with link to Google Scholar
Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, and assessment (CEFR). Cambridge University Press.Google Scholar logo with link to Google Scholar
Eckstein, G. T. (2007). A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners (Unpublished master’s thesis). Brigham Young University, Provo, UT. [URL]
Erbay, S., Kayaoglu, M. N., & Önay, E. (2016). Understanding pronunciation learning strategy use: A vignette analysis. Participatory Educational Research (PER), Special Issue, 1, 48–56. Google Scholar logo with link to Google Scholar
Fang, T., & Lin, C. (2012). Taiwan EFL learners’ pronunciation strategies in two learning contexts. Journal of Language Teaching and Research, 3(5), 888–897. Google Scholar logo with link to Google Scholar
Gregersen, T., & MacIntyre, P. (2014). Capitalizing on language learners’ individuality. From premise to practice. Multilingual Matters. Google Scholar logo with link to Google Scholar
Griffiths, C. (2008). Strategies and good language learners. In C. Griffiths (Ed.), Lessons from good language learners (pp. 83–98). Cambridge University Press. Google Scholar logo with link to Google Scholar
(2013). The strategy factor in successful language learning. Multilingual Matters. Google Scholar logo with link to Google Scholar
Haslam, N. (2010). The relationship of three L2 learning factors with pronunciation proficiency: Language aptitude, strategy use, and learning context [Unpublished master’s thesis]. Brigham Young University, Provo, UT. [URL]
Ingels, S. A. (2011). The effects of self-monitoring strategy use on the pronunciation of learners of English (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign. [URL]
Manchón, R. M. (2018). Past and future agendas on writing strategies: Conceptualizations, inquiry methods, and research findings. Studies in Second Language Learning and Teaching, 8(2), 247–268. Google Scholar logo with link to Google Scholar
Osburne, A. G. (2003). Pronunciation strategies of advanced ESOL learners. International Review of Applied Linguistics in Language Teaching, 41(2), 131–143. Google Scholar logo with link to Google Scholar
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. Google Scholar logo with link to Google Scholar
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle.Google Scholar logo with link to Google Scholar
(2003). Language learning styles and strategies: Concepts and relationships. International Review of Applied Linguistics in Language Teaching, 41(4), 271–296. Google Scholar logo with link to Google Scholar
(2011). Teaching and researching language learning strategies. Longman.Google Scholar logo with link to Google Scholar
Oxford, R. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). Routledge.Google Scholar logo with link to Google Scholar
Pawlak, M. (2006). On the use of pronunciation learning strategies by Polish foreign language learners. In W. Sobkowiak & E. Waniek-Klimczak (Eds.), Dydaktyka fonetyki języka obcego w Polsce (pp. 121–135). Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Koninie.Google Scholar logo with link to Google Scholar
(2008). Another look at pronunciation learning strategies: An advanced learner’s perspective. In E. Waniek-Klimczak (Ed.), Issues in accents of English (pp. 304–322). Cambridge Scholars.Google Scholar logo with link to Google Scholar
(2018). Investigating the use of speaking strategies in the performance of two communicative tasks: The importance of communicative goal. Studies in Second Language Learning and Teaching, 8(2), 269–292. Google Scholar logo with link to Google Scholar
Pawlak, M., & Szyszka, M. (2018). Researching pronunciation learning strategies: An overview and a critical look. Studies in Second Language Learning and Teaching, 8(2), 293–324. Google Scholar logo with link to Google Scholar
Peterson, S. (2000). Pronunciation learning strategies: A first look. (ED450599). ERIC. [URL]
Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993–1038. Google Scholar logo with link to Google Scholar
Sardegna, V. G. (2009). Improving English stress through pronunciation learning strategies (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign. [URL]
(2011). Pronunciation learning strategies that improve ESL learners’ linking. In. J. Levis, & K. LeVelle (Eds.), Proceedings of the 2nd Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 105–121). Iowa State University. [URL]
(2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In. J. Levis, & K. LeVelle (Eds.), Proceedings of the 3rd Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 39–53). Iowa State University. [URL]
Sardegna, V. G., & McGregor, A. (2013). Scaffolding students’ self-regulated efforts for effective pronunciation practice. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Annual Pronunciation in Second Language Learning and Teaching Conference (pp. 182–193). Iowa State University. [URL]
Szyszka, M. (2014). Pronunciation learning strategy chains: A qualitative approach. In D. Gabryś-Barker & A. Wojtaszek (Eds.), Studying second language acquisition from a qualitative perspective (pp. 35–47). Springer. Google Scholar logo with link to Google Scholar
(2017). Pronunciation learning strategies and language anxiety: In search of an interplay. Springer. Google Scholar logo with link to Google Scholar
Zeng, Y., & Goh, C. (2018). A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness. Studies in Second Language Learning and Teaching, 8(2), 193–218. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue