Demotivation while learning Spanish pronunciation

Abstract

Demotivation has recently become a focus of language learning research. This chapter explores the underrepresented connection between demotivation and pronunciation instruction with the objectives of (1) assessing the link between pronunciation teaching and demotivation, (2) identifying potential demotivating factors, and (3) analyzing student feedback to offer pedagogical recommendations. Qualitative methodology, involving semi-structured interviews with 40 adult students of Spanish as an additional language from diverse countries was used to achieve these goals. The findings indicate that students wish to have pronunciation instruction and value-corrective feedback that bridges the gap between their spoken and desired language skills, and that they prefer this feedback to be supportive and kind.