Pronunciation Learning Strategies and Language Anxiety

Anxiety: Stress, Foreign Language Classroom Anxiety, and Enjoyment During Study Abroad in Amman, Jordan

“…It has been found to correlate negatively and significantly with L2 development (i.e., as anxiety goes up, language development goes down; for examples and reviews of findings indicating this tendency, see Gardner & MacIntyre, 1993; Phillips, 1992; Yan & Wang, 2001). It has also been negatively related to learners’ self-assessment of their L2 proficiency (Liu & Jackson, 2008) and to L2 performance on the subskills of listening comprehension (Elkhafaifi, 2005), reading and writing (Argaman & Abu-Rabia, 2002), and even pronunciation (Szyszka, 2017). Foreign language anxiety (FLA) has been found to correlate significantly with key constructs associated with L2 performance: attitude and motivation (Clément, Dörnyei, & Noels, 1994; Ehrman & Oxford, 1995), willingness to communicate (MacIntyre, Dörnyei, Clément & Noels, 1998), confidence and self-esteem (Clément et al 1994; MacIntyre & Gardner, 1994), attitudes toward errors and mistakes (Mak & White, 1997), and personality (Ehrman & Oxford, 1995).…”

The Use of Song in Teaching English Pronunciation

“…Mastering pronunciation is important because it can facilitate in clarity, fluency in communication (Szyszka, 2017). Language learners also need to understand the importance of sound articulation, because if they ignore the articulation, the articulation features of the target language cannot be well received.…”

“…Therefore, language learners need to learn or practice pronunciation. The teacher must pay special attention to the practice of pronunciation; by instructing and guiding students about how to learn pronunciation, including for independent learning (Szyszka, 2017).…”

“…In teaching pronunciation, the teacher can use the method that can make the student habituate to speak. Habituating the students to speak with the target language will make the student get a better pronunciation because the speaking practice can increase the students' knowledge in pronunciation (Szyszka, 2017). In other word, the students that have more time to speak will increase the student pronunciation and confidence (Miller in Szyszka, 2017).…”

“…Habituating the students to speak with the target language will make the student get a better pronunciation because the speaking practice can increase the students' knowledge in pronunciation (Szyszka, 2017). In other word, the students that have more time to speak will increase the student pronunciation and confidence (Miller in Szyszka, 2017). Thus, students who are less of pronunciation skills can cause a lack of self-confidence, fear or anxiety and can influence student attitudes towards learning pronunciation.…”