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RESEARCH PRODUCT

Foreign Language Learners’ Pronunciation Learning Beliefs and Strategies

subject

description

This quantitative research investigates the extent to which adult L2 learners act in line with what they declare to believe in regarding pronunciation learning. In other words, this paper focuses on determining the strength of the relationship between the frequency of use of L2 pronunciation learning strategies (PLS) and the beliefs the individuals hold on selected factors affecting pronunciation acquisition, pronunciation instruction, self-efficacy, pronunciation learning goals and affective factors in pronunciation learning. A group of 116 learners of English as a foreign language who took an English phonetics course responded to the Pronunciation Learning Strategies Inventory (PLSI) and the Beliefs on Pronunciation Learning Inventory (BPLI), an instrument designed for the purposes of the current study. Correlational analysis confirmed several statistically significant positive relationships and very few negative interplays between the two focal variables. The highest values of coefficients were calculated between the belief that theoretical knowledge on pronunciation can help in pronunciation learning and the use of cognitive (r = 0.53) and metacognitive (r = 0.55) PLS, explaining 27% and 29% of the variance respectively.