Chapter published 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. 148–171
Pronunciation learning strategies
A task-based perspective
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.
Keywords: situated learning, pronunciation learning strategies, pronunciation learning tasks
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M.
Chamot, A. U.
Cohen, A. D., & Wang, I. K.-H.
Council of Europe
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(2007) A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners (Unpublished master’s thesis).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. https://scholarsarchive.byu.edu
Erbay, S., Kayaoglu, M. N., & Önay, E.
Fang, T., & Lin, C.
Gregersen, T., & MacIntyre, P.
(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of three L2 learning factors with pronunciation proficiency: Language aptitude, strategy use, and learning context [Unpublished master’s thesis].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. https://scholarsarchive.byu.edu
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(2011) The effects of self-monitoring strategy use on the pronunciation of learners of English (Unpublished doctoral dissertation).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. http://hdl.handle.net/2142/26259
Manchón, R. M.
Osburne, A. G.
O’Malley, J. M., & Chamot, A. U.
Pawlak, M., & Szyszka, M.
(2000) Pronunciation learning strategies: A first look. (ED450599). ERIC. https://files.eric.ed.gov/fulltext/ED450599.pdf
Sardegna, V. G.
(2009) Improving English stress through pronunciation learning strategies (Unpublished doctoral dissertation). University of Illinois at Urbana-Champaign. http://hdl.handle.net/2142/80103
(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. https://apling.engl.iastate.edu/wp-content/uploads/sites/221/2015/05/PSLLT_2nd_Proceedings_2010.pdf
(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. https://apling.engl.iastate.edu/wp-content/uploads/sites/221/2016/06/Proceedings_3rd_PSLLT.pdf
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. https://apling.engl.iastate.edu/wp-content/uploads/sites/221/2015/05/PSLLT_4th_Proceedings_2012.pdf