EFL Learners’ Perceptions of Pronunciation, Pronunciation Anxiety, and Pronunciation Learning Strategies
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This paper aims to examine 101 Korean EFL learners' awareness of English pronunciation and their anxiety about English pronunciation and pronunciation learning strategies they use for improving pronunciation. The results indicated that they recognize the importance of pronunciation, and that they feel more anxious about segmental features than suprasegmental features. They used cognitive pronunciation learning strategies more frequently than social strategies, but they showed the least use of metacognitive strategies of learning pronunciation. It is necessary to introduce effective pronunciation teaching techniques that can produce less anxiety about pronunciation within the communicative approach to teaching pronunciation, using activities, such as songs, movies, chants, games, and dialogs, which focuses on practicing sounds in the context of discourse beyond the word level.
Abstract
This paper aims to examine 101 Korean EFL learners' awareness of English pronunciation and their anxiety about English pronunciation and pronunciation learning strategies they use for improving pronunciation. The results indicated that they recognize the importance of pronunciation, and that they feel more anxious about segmental features than suprasegmental features. They used cognitive pronunciation learning strategies more frequently than social strategies, but they showed the least use of metacognitive strategies of learning pronunciation. It is necessary to introduce effective pronunciation teaching techniques that can produce less anxiety about pronunciation within the communicative approach to teaching pronunciation, using activities, such as songs, movies, chants, games, and dialogs, which focuses on practicing sounds in the context of discourse beyond the word level.
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