Good English Pronunciation Users and Their Pronunciation Learning Strategies

Abstract

<jats:p>The study investigates pronunciation learning strategies (PLS) deployed by those with good English pronunciation, as well as their beliefs concerning the variables that affect pronunciation competence. In order to collect data for analysis this study surveyed 61 participants who had learned English as a foreign language. They comprised 28 higher education teachers and scholars specialising in English phonetics and phonology, who were defined as good pronunciation users (GPU), and 33 EFL teacher training students, viewed as average pronunciation learners (APL). This cohort responded to a survey on pronunciation learning strategies and expressed their views on several aspects affecting the L2 pronunciation learning process. These aspects were: age of the first contact with L2 (age of onset), motivation, exposure to the target language, the teacher’s pronunciation model, and learning strategies. The study used both open- and close-ended question formats to collect data from both GPU and APL. The analyses of the data helped to create a tentative profile of a successful L2 pronunciation learner.</jats:p>

How Thai EFL Learners Deal With English Regular Past Forms: A Case Study of a Speech Sound Perspective

“…These solutions came in the forms of strategies. Recently, Szyszka (2015) investigated Pronunciation Learning Strategies (PLS) which were developed by good English pronunciation speakers, and their beliefs regarding the variables affecting their pronunciation competence. The participants took part in a survey on pronunciation learning strategies and demonstrated their opinions on several aspects affecting the L2 pronunciation learning process.…”

“…In addition, experience from out-of-class experiences plays more significant role in L2 pronunciation than in-class experience. Unlike Szyszka (2015) who focused on pronunciation learning strategies from advanced learners, Rokoszewska (2012) was interested in pronunciation from low proficiency learners. He found that students preferred indirect strategies to direct strategies on their perception and production of English monophthongs (pure vowels) and diphthongs.…”

“…Similarly to language learning strategies, "good pronunciation users" (GPU) have attracted the interest of several researchers in order to investigate the types of pronunciation learning strategies they deployed. To identify a good pronunciation user, Szyszka (2015) follows the notion of Brown (2008) that there are "three variables associated with good language learners in pronunciation learning: motivation, aptitude, and opportunity" (p. 95). Moyer (2004 cited in Szyszka, 2015) identifies conscious effort, intentionality, and planning toward a goal as the basic elements of motivation to affect the acquisition of target language pronunciation.…”

“…To identify a good pronunciation user, Szyszka (2015) follows the notion of Brown (2008) that there are "three variables associated with good language learners in pronunciation learning: motivation, aptitude, and opportunity" (p. 95). Moyer (2004 cited in Szyszka, 2015) identifies conscious effort, intentionality, and planning toward a goal as the basic elements of motivation to affect the acquisition of target language pronunciation. Additionally, Carroll (1960cited in Rubin, 1975 proposes that language aptitude is a comparatively invariant personal characteristic that is not easy to modify by means of learning.…”

Polytechnic Learners’ Perception on Pronunciation Acquisition via Questionnaire Administration Today

“…Thus, there is a need for an integration of the four main skills with the phonology and phonetics, morphology and syntax, and power of vocabulary of the English language in order to be proficient. Szyska (2015) claims that each learner may have their preferred learning strategies in learning pronunciation to be a better speaker of English, this is for the purpose of communication success and to prevent miscommunications and breakdowns of communication.…”