Understanding Pronunciation Learning Strategy Use: a Vignette Analysis
Abstract
As
is clear in the related literature, pronunciation is a neglected area in
English language education throughout the world, and thus the area needs to be
investigated so that informed decisions regarding pronunciation teaching could
be taken. Hence, the present qualitative case study was designed to find out
the strategies employed by the preparatory English majors chosen via
convenience sampling (n=56, 44 female and 12 male) in a middle-sized university
in the north east part of Turkey. Inspired by Oxford’s Strategy Game, eleven
problem-oriented vignettes applicable for EFL context were devised and piloted.
The fabricated vignettes include ten different areas: natural pronunciation,
difficult and long words, self-confidence, misunderstanding, sounds not
existing in Turkish, tone, sounds existing in native and target language, IPA
knowledge, and intonation. The vignettes were quantified and interpreted on the
basis of Rokoszewska’s (2012) strategy taxonomy. The findings show that while
cognitive metacognitive and memory strategies were frequently employed by the
participants, social, compensation and affective ones were underused. The
analysis also revealed that the participants used a wide variety of tactics in
particularly cognitive strategies domain, including listening to tapes, music
and watching TV/movie, pronouncing a difficult word over and over, memorising
and practising target language sounds over and over, memorising and practising
target language phrases, noticing mouth position or watching lips, practising
listening, to list but a few. However, as language learning requires the
development of not only cognitive and metacognitive but also emotional and
interpersonal processes, it can be concluded that these underused strategies
need to be promoted with strategy training and students’ awareness need to be
increased. Thus, the portrayal of pronunciation strategy use is expected to
help material developers to integrate pronunciation learning strategies into
newly devised instructional materials. The results are also expected to help
teachers to take informed decisions about the instructional steps they take in
their classrooms and plan strategy training
Keywords
References
- Akyol, T.(2012). A study on identifying pronunciation learning strategies of Turkish EFL learners. Procedia-Social and Behavioral Sciences, 70, 1456-1462.
- Berkil, G. (2008). A closer look at pronunciation learning strategies, L2 pronunciation proficiency and speaking variables influencing pronunciation ability. Unpublished MA Thesis, Bilkent University.
- Bryman, A. (2004). Social research methods. 2nd ed. Oxford: Oxford University Press.
- Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. (2nd ed.). New York: Cambridge University Press.
- Chang, C-H. (2012). Instruction on pronunciation learning strategies: Research findings and current pedagogical approaches. Unpublished MA Thesis, The Faculty of Graduate School, The University of Texas at Austen.
- Fang, T., & Lin, C-C. (2012). Taiwan EFL learners’ pronunciation strategies in two learning contexts. Journal of Language Teaching and Research, 3(5), 888-897.
- Hismanoglu, M. (2012). An investigation of pronunciation learning strategies of advanced EFL learners. Hacettepe University Journal of Education, 43, 246-257.
- Norton, B., & Toohey, K. (2001). Changing perspectives on good language learners. TESOL Quarterly, 35 (2), 307-322.
- Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle Publishers.
- Peterson, S. S. (2000). Pronunciation learning strategies: A first look. Unpublished research report. (ERIC Document Reproduction Service ED 450 599; FL 026 618).
