Contextualizing Attitudes Toward Pronunciation
Foreign Language Learners in the United States
Dados Bibliográficos
| ID | 8937346 |
|---|---|
| Autores | Amanda Huensch (0000-0001-6229-3521, University of South Florida, autor correspondente), Amy S Thompson (0000-0002-4505-1755, University of South Florida) |
| Ano | 2017 |
| Volume | 50 |
| Fascículo | 2 |
| Páginas | 410-432 |
| Data de publicação | 2017-06-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Foreign Language Annals (JOURNAL) |
| Identificadores do periódico | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Editora | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12259 |
| OpenAlex | W2621003500 |
| Idioma | EN |
| Citações recebidas | 16 |
| Referências citadas | 41 |
While previous work has shown a relationship between pronunciation attitudes and pronunciation performance, the connection between language learning motivation and pronunciation attitudes has been underexplored. This study investigated the relationship between 195 foreign language learners’ attitudes toward pronunciation, the foreign languages studied, extramural language activity, and motivation. With an online three‐part survey, information was collected about their language learning backgrounds; their ideal, ought‐to, and anti‐ought‐to selves (Dörnyei, 2009; Thompson & Vásquez, 2015); and their attitudes toward pronunciation (Elliott, 1995a). The results from an exploratory factor analysis on the pronunciation items indicated a three‐factor solution: lack of native speaker bias, importance of improving pronunciation, and importance of communication/skills other than pronunciation. There were significant group differences for class level and extramural language activity regarding learners’ perceived importance of improving pronunciation: Learners in upper‐level classes as well as learners who participated in extramural language activity placed a higher importance on improving pronunciation. The results also indicated positive relationships between positive attitudes toward pronunciation and the ideal self, and between the desire to improve pronunciation and the anti‐ought‐to self. The findings have implications for the selection of materials and instructional approaches
Class (philosophy · Exploratory research · Foreign language · Language acquisition · Linguistics · Mathematics education · Pronunciation · Sociology · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology
Pronunciation for Less Commonly Taught Languages
Detangling experiential, cognitive, and sociopsychological individual differences in second language speech learning
Emerging bilinguals’ attitudes towards target pronunciation
Pronunciation Can Be Acquired Outside the Classroom
Relationships between motivation and anxiety in adult EFL learners at an Ethiopian university
EMI students’ expectations, awareness and learning practices in relation to English pronunciation
A scoping review of studies in informal second language learning
Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments
Monitoring student behavior in autonomous automatic speech recognition-based pronunciation practice
Language learning motivation in China
Don't tell me what to do! The anti-ought-to self and language learning motivation
Exploring Japanese EFL Learners’ Attitudes Toward English Pronunciation and its Relationship to Perceived Accentedness
Impact of self‐reflection and awareness‐raising on novice French learners’ pronunciation
Motivation to learn languages other than English
How important is studying languages for undergraduate students and why (not) study languages
Seeing how people hear you
Extramural English in Teaching and Learning
Questionnaires in Second Language Research
Survey of the Teaching of Pronunciation in Adult ESL Programs in Canada, 2010
The Language Contact Profile
The L2 Motivational Self System
What Do ESL Students Say About Their Accents?
Self-discrepancy
The Effectiveness of Second Language Pronunciation Instruction
Phonology and pronunciation in integrated language teaching and teacher education
Language learning motivation in China
Don't tell me what to do! The anti-ought-to self and language learning motivation
Non-native English-speaking English language teachers
Native and Nonnative Teachers of L2 Pronunciation
Motivating Language Learners
Language Learners’ Characteristics, Target Language Use, and Linguistic Development in a Domestic Immersion Context
Nonnative Speaker Teachers of Spanish
Podcasting Communities and Second Language Pronunciation
How Big Is "Big"? Interpreting Effect Sizes in L2 Research
Evidence in Favor of a Broad Framework for Pronunciation Instruction
Predictors of Pronunciation Accuracy
Predictors of Pronunciation Accuracy in Second Language Learning1
| Obras citantes distintas | 16 |
|---|---|
| Citações por ano | 1,78 |
| Intervalo de citações | 2017 - 2026 (10) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 16 |