The Effect of Language Learning Aptitude, Strategy Use and Learning Context on L2 Pronunciation Learning

Abstract

This study examined whether learning context (ESL versus EFL) and language learning aptitude (high versus low) affected the use of second-language pronunciation strategies and pronunciation achievement. The top and lowest scorers (n = 60) on the Pimsleur Language Learning Aptitude Battery (PLAB) Test were asked to complete a pronunciation strategies inventory and participate in pronunciation proficiency tests at the beginning and end of a 10-week speaking class. Pronunciation scores in global foreign accent, fluency, comprehensibility, and accuracy were compared with both overall and individual section PLAB scores and pronunciation strategies use. Results indicated that neither types of learning strategies nor degree of language gains differed over EFL and ESL contexts. However, participants’ post-test pronunciation scores in global foreign accent, fluency, and accuracy were positively correlated with auditory aptitude and motivation, while comprehensibility post-test scores were correlated with pronunciation strategies use. The findings for this study suggest that learning context plays a limited role in strategy use and that aptitude affects pronunciation accuracy and pronunciation strategies affect comprehensibility. Thus, strategy and aptitude affect different aspects of pronunciation.