Research into pronunciation learning strategies of pre-service English teachers

Abstract

Pronunciation, as being one of the core components of a language, plays key roles in language learning and language use. Many studies have already been conducted regarding pronunciation learning and its importance; yet, satisfactory attention has not been given to strategies and strategy use until recently. In line with this objective, this study aims to reveal pronunciation learning strategies of EFL learners in comparison with variables such as gender, age, grade level and years of learning English. A total of 27 pre-service EFL learners took part in the study. A strategic pronunciation learning scale was used to unearth most frequently used strategy types and strategy groups as well as effects of individual variables. Descriptive analysis was used to investigate the results. It was striking to see that there is a significant difference of pronunciation strategy use based on gender, and females use strategies more frequently. Another important factor was to see that even if there is statistically no difference, length of time for learning English can have a positive effect on pronunciation learning strategies.