ESL learners' perceptions of their pronunciation needs and strategies

Abstract

In this paper we examine the perceptions of 100 adult English as a second language (ESL) learners from a variety of first language backgrounds with regard to their pronunciation difficulties and the strategies they employ when they are faced with communication breakdown. The vast majority of pronunciation problems identified by students were segmental, yet their most commonly used strategies when they had not been understood were paraphrase, self-repetition, writing/spelling, and volume adjustment. Their responses were analysed according to first language groups and proficiency levels. Students were also asked to indicate whether their accents were affected by context, and whether or not they felt they had any control over their pronunciation. Those who reported being able to control their accents also recounted how they did so. The findings are discussed with reference to pronunciation instruction and commercially available resources most often used in ESL programs across Canada. The authors make recommendations for second language teachers, drawing on research in both the pronunciation and communicative strategy literatures.