예비 영어교사의 발음 학습전략 연구
A Study of Pre-service English Teachers’ Pronunciation Learning Strategies
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This study aims to investigate general pronunciation learning strategies of 69 learners as pre-service English teachers, examine differences in the pronunciation learning strategy use between two groups of learners taking or not taking English phonetics or English phonology, and discuss gender differences in strategy use. The findings indicated that participants use cognitive strategies more frequently, followed by metacognitive and then socioaffective strategies. The most preferred metacognitive strategy was making a decision to memorize phonetic symbols. One of the most frequently used cognitive strategies was pronouncing difficult words repeatedly. The most often used socioaffective strategy was encouraging themselves to improve pronunciation. Statistically significant differences were found in 4 strategies between learners and non-learners of English phonetics or English phonology. There were also statistically significant differences in 4 strategies between genders, with female students showing the greater use of strategies than male students.
Abstract
This study aims to investigate general pronunciation learning strategies of 69 learners as pre-service English teachers, examine differences in the pronunciation learning strategy use between two groups of learners taking or not taking English phonetics or English phonology, and discuss gender differences in strategy use. The findings indicated that participants use cognitive strategies more frequently, followed by metacognitive and then socioaffective strategies. The most preferred metacognitive strategy was making a decision to memorize phonetic symbols. One of the most frequently used cognitive strategies was pronouncing difficult words repeatedly. The most often used socioaffective strategy was encouraging themselves to improve pronunciation. Statistically significant differences were found in 4 strategies between learners and non-learners of English phonetics or English phonology. There were also statistically significant differences in 4 strategies between genders, with female students showing the greater use of strategies than male students.
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