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The Relationship between Pronunciation Self-Efficacy Sources and Pronunciation Learning Strategy Use

Yun Bai|심재우|이희철
한국영어교과교육학회 (The Korea English Education Society)|2021.08|영어교과교육 (Journal of the Korea English Education Society)|제20권 제3호|pp. 1-27|DOI 10.18649/jkees.2021.20.3.1

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키워드

pronunciation self-efficacy sourcespronunciation learning strategy useChinese English majors발음 자기 효능감 원천발음 학습 전략 사용중국인 영어전공자

초록

The purpose of this study is to investigate the relationship between the subjects’ four sources of English pronunciation self-efficacy and their pronunciation learning strategy use. The subjects were 429 Chinese English majors from a university in China. The sub-dimensions of the two instruments were first validated through a confirmatory factor analysis (CFA). The group variable (i.e., the three clusters identified by the k-means cluster analysis) was the dependent variable, and the four sources of pronunciation self-efficacy were entered as the independent variables in a discriminant analysis. The results revealed that three out of the four sources of English pronunciation self-efficacy (i.e., ‘enactive mastery experience’, ‘vicarious experience’, and ‘verbal persuasion’) contributed to differentiating the subjects into the three clusters (groups) of high-, low-, and medium users of pronunciation learning strategies, with an overall classification accuracy ratio of 61.6%. Some implications concerning consciousness-raising activities, task repetition, and corrective feedback for teaching English pronunciation were discussed based on the results of the study.

Abstract

The purpose of this study is to investigate the relationship between the subjects’ four sources of English pronunciation self-efficacy and their pronunciation learning strategy use. The subjects were 429 Chinese English majors from a university in China. The sub-dimensions of the two instruments were first validated through a confirmatory factor analysis (CFA). The group variable (i.e., the three clusters identified by the k-means cluster analysis) was the dependent variable, and the four sources of pronunciation self-efficacy were entered as the independent variables in a discriminant analysis. The results revealed that three out of the four sources of English pronunciation self-efficacy (i.e., ‘enactive mastery experience’, ‘vicarious experience’, and ‘verbal persuasion’) contributed to differentiating the subjects into the three clusters (groups) of high-, low-, and medium users of pronunciation learning strategies, with an overall classification accuracy ratio of 61.6%. Some implications concerning consciousness-raising activities, task repetition, and corrective feedback for teaching English pronunciation were discussed based on the results of the study.

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