The influence of pronunciation learning strategies on mastering English vowels

Rokoszewska, Katarzyna

doi:10.14746/ssllt.2012.2.3.7

Cited by 9 publications

(14 citation statements)

References 8 publications

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“…In addition, according to the two main categories, the results which were congruent to the study's result of Rokoszewska (2012) reveal that the indirect strategies were mostly utilized among both groups (69.34% and 68.86%). That is, in the category of direct strategies, cognitive strategies showed the highest frequency use (72.56% and 70.84%); in other words, the use of affective strategies was the highest in the category of indirect strategies (73.76% and 71.08%).…”

Section: Pronunciation Language Learning Strategiessupporting

confidence: 75%

“…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.…”

Section: Pronunciation Learning Strategiesmentioning

confidence: 99%

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

Yaowaratana¹,

Rungruang²

2018

ELT

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The pronunciation of regular past tense verbs seems to be difficult for most L2 learners, especially in L2 learners whose first language phonological system is different from the English one. It is predicted that Thai EFL students could encounter difficulties perceiving English coda clusters like the '-ed' ending sounds. For this reason, this research investigates the extent to which the first-year and the third-year English major undergraduate students in a public university perceive the English regular past tense verbs. To be precise, this study compares the ability to perceive the regular past tense of the first-year and third-year students. In addition, the strategies they use to perceive the '-ed' ending verbs among the three different allomorphs ([t], [d] and [ɪd]) are investigated. The data collection was derived from the perception tests of 30 first-year and 30 third-year students and a Pronunciation Learning Strategy (PLS) questionnaire. The perception tests were divided into two subtests: perception test and perception syllable identification test. The PLS questionnaire was employed to find out the strategies they used in English pronunciation learning. The overall results show that the third-year students demonstrated a better performance than the first-year students in both tests (t=-2.778; p<.01 in the perception test; t=-1.466; p>.05 in the syllable identification test). However, the syllable identification test's results do not show consistency with Solt et al.'s (2004) model, while the perception test's do. Moreover, the findings from the questionnaire reveal no statistically significant difference between the first and the third-year students in terms of pronunciation learning strategies (p>.05).

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Section: Pronunciation Language Learning Strategiessupporting

confidence: 75%

Section: Pronunciation Learning Strategiesmentioning

confidence: 99%

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

Yaowaratana¹,

Rungruang²

2018

ELT

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“…Also worth mentioning in this section are the research projects conducted by Hişmanoğlu (2012), Rokoszewska (2012) and, yet again, Pawlak (2018). In a study involving 38 English majors, Hişmanoğlu (2012) set out to compare the use of PLS of successful and unsuccessful students.…”

Section: The Link Between Pls Use Achievement and Id Factorsmentioning

confidence: 98%

Researching pronunciation learning strategies: An overview and a critical look

Pawlak¹,

Szyszka

2018

SSLLT

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Disparate goals that learners might have in learning second or foreign language pronunciation and the scant classroom time that can be dedicated to teaching this target language subsystem dictate that learner autonomy is of vital importance in this case and adept use of pronunciation learning strategies (PLS) can be viewed as key to the development of this attribute. Surprisingly, research on these strategies is scarce, mainly focusing on the identification and classification of PLS, diverse instruments are used for data collection and the findings are inconclusive. The paper provides an overview of the available research on PLS with respect to their identification, learners' preferences concerning their use, factors mediating the application of PLS, and the effects of strategies-based instruction in this area. An attempt is also made to assess research of this kind and to suggest how it could be taken forward to provide insights that would be of value to practitioners.

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“…The moderate level pronouncers least frequently employed the third strategy of using phonetic symbols or self-devised codes to remember how to pronounce words. Rokoszewska (2012) has investigated the interplay between PLS and perception, as well as production, of English vowels. The participants were 63 first-year English as a foreign language learners, who responded to a 5-point Liket scale questionnaire eliciting data on the frequency of PLS use.…”

Section: Variables Associated With Good L2 Pronunciation Learnersmentioning

confidence: 99%

“…Cognitive internal variables, according to Wrembel (2008), encompass, among others, language aptitude and learning strategies subsuming PLS, which are still underresearched (Berkil, 2009;Eckstein, 2007;Rokoszewska, 2012). The former is defined as "a variety of human traits that are involved in thinking, reasoning, processing information, and acquiring a new knowledge" (Dörnyei, 2005, p. 32).…”

Section: Introductionmentioning

confidence: 99%

Good English Pronunciation Users and Their Pronunciation Learning Strategies

Szyszka

2015

RiL

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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.

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The influence of pronunciation learning strategies on mastering English vowels

Cited by 9 publications

References 8 publications

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

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

Researching pronunciation learning strategies: An overview and a critical look

Good English Pronunciation Users and Their Pronunciation Learning Strategies

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