Chapter 7
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.
Article outline
- Introduction
- Previous research on pronunciation learning strategies
- The current study
- Research questions
- Participants
- Stimulus materials
- Instruments
- Procedure
- Results and analysis
- Task 1 results: Vowel identification
- Task 2 results: IPA-to-orthography
- Task 3 results: Vowel matching
- Task 4 results: Minimal pair matching and providing vowel
symbols
- Task 5 results: Identifying letters representing vowels and
diphthongs
- Task 6 results: Identifying schwa in a simple text
- Discussion and key findings
- Pedagogical implications
- Conclusion
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References