Abstract
Although learning strategies are in the focus of attention of both theorists and foreign language teachers, only few scientific descriptions highlight the significance of the prosodic skills and strategies to practice them. This paper discusses the results of the questionnaire the aim of which was to determine English philology students’ understanding of prosody and prosodic skills as well as to identify prosodic strategies they use to improve their pronunciation in English. We can conclude that students understand prosodic phenomenon of language but they cannot define it, and they apply a variety of activities that develop prosodic skills.
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