Pronunciation Learning Strategies and Language Anxiety: In Search of an Interplay

233 Pages·2017·2.08 MB·English

by  Magdalena Szyszka (auth.)

Second Language Learning and Teaching
Magdalena Szyszka
Pronunciation
Learning
Strategies and
Language Anxiety
In Search of an Interplay
Second Language Learning and Teaching
Series editor
Mirosław Pawlak, Kalisz, Poland
About the Series
The series brings together volumes dealing with different aspects of learning and
teaching second and foreign languages. The titles included are both monographs
and edited collections focusing on a variety of topics ranging from the processes
underlying second language acquisition, through various aspects of language
learningininstructedandnon-instructedsettings,todifferentfacetsoftheteaching
process, including syllabus choice, materials design, classroom practices and
evaluation. The publications reflect state-of-the-art developments in those areas,
they adopt a wide range of theoretical perspectives and follow diverse research
paradigms. The intended audience are all those who are interested in naturalistic
and classroom second languageacquisition, including researchers, methodologists,
curriculum and materials designers, teachers and undergraduate and graduate
students undertaking empirical investigations of how second languages are learnt
and taught.
More information about this series at http://www.springer.com/series/10129
Magdalena Szyszka
Pronunciation Learning
Strategies and Language
Anxiety
In Search of an Interplay
123
MagdalenaSzyszka
OpoleUniversity
Opole
Poland
ISSN 2193-7648 ISSN 2193-7656 (electronic)
Second LanguageLearningandTeaching
ISBN978-3-319-50641-8 ISBN978-3-319-50642-5 (eBook)
DOI 10.1007/978-3-319-50642-5
LibraryofCongressControlNumber:2016959398
©SpringerInternationalPublishingAG2017
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To Ewa and Piotr
Preface
The book focuses on two constructs located in the domain of individual learner
differences (ID): pronunciation learning strategies (PLS) and language anxiety
(LA). The growing interest in both cognitive and affective language learner pro-
cesses that determine the pace and ultimate attainment of second or foreign (L2)
language acquisition brought about the development of research exploring ID
relationships.Thelatestfindingsinthefieldofresearch ontheinterplayofvarious
IDs, however, rarely offer their contributions regarding the role that L2 learner
internalaffectivefactorsplayinpronunciationlearningprocesses.Themainaimof
this volume is, therefore, to shed more light on the interplay between two IDs
affecting L2 pronunciation acquisition: PLS and LA. This account presents the
relevant theoretical claims, the most recent research findings and the results of the
empirical research on PLS deployed by the EFL trainee teachers experiencing
different levels of LA.
Apart from the Introduction, the book consists of five chapters, offering both
theoretical clarifications and empirical findings. More precisely, the focus of
attentioninChap.2isonthepsychologicalandpedagogicalperspectivesofEnglish
pronunciationlearning.Itprovidesthetheoreticalexplanationsandrationaleforthe
research on the interplay between PLS and LA. Working definitions for the key
terms (pronunciation, language learning strategies and pronunciation learning
strategies) are selected from an array of definitions provided by a number of
researchers.Aspronunciationlearningprocessesarelargelyaffectedbydidactics,a
diachronicoverviewofpedagogicalapproachestopronunciationteachingisoffered
in order to locate pronunciation learning strategies within the framework of pro-
nunciation teaching. Subsequently, several factors affecting pronunciation acqui-
sition are presented and discussed before the emphasis is shifted to different
typologies of language and pronunciation learning strategies.
Chapter 3 is intended to overview the key issues related to the constructs of
general anxiety and language learning anxiety. First, anxiety is viewed from a
psychological perspective. The concept and its types are defined with reference to
stable characteristics (trait anxiety) and transience in specific situations
(situation-specific anxiety). Next, some selected theoretical models explicating the
vii
viii Preface
complexity of general anxiety are presented before the construct of language
anxiety is introduced and analysed from the perspective of an L2 pronunciation
learner. Finally, potential sources of language anxiety are discussed, and plausible
links between language anxiety, oral performance and pronunciation, as well as
language learning strategies are outlined.
An overview of the most influential and recent empirical research on language
anxiety, relating to pronunciation, language and pronunciation learning strategies,
formsthecoreofChap.4.Someattentionisgiventotheresearchmethodsapplied
in recent investigations into language and pronunciation learning strategies. In
addition, this chapter provides further rationale for the need to bridge the gap
between the existent studies and the one presented later in this volume.
Chapter5providesmethodologicaldetailsandtheresultsoftheempiricalstudy
investigating the interplay between PLS and LA. Here, the statement of purpose
includesthreeresearchquestionsandanumberofmorecalibratedhypotheses.The
participants, instruments and procedure are described before a thorough analysis
of the quantitative and qualitative data. Subsequently, the study findings are dis-
cussed and interpreted with the support of the theoretical models of anxiety
explicated earlier in Chap. 3.
The book finishes with general conclusions stemming from the discussion. The
authorprovidesadescriptionoftwotentativeprofilesofL2pronunciation learners
who exhibit high and low language anxiety levels. Finally, she explores the study
limitations, offers future research directions, and suggests several pedagogical
applications inspired by the results of the study.
Opole, Poland Magdalena Szyszka
Contents
1 Introduction.... .... .... ..... .... .... .... .... .... ..... .... 1
2 Pedagogical and Psychological Background of Pronunciation
Learning and Language Learning Strategies .. .... .... ..... .... 5
2.1 Pronunciation and Language Learning . .... .... .... ..... .... 5
2.1.1 Different Approaches to Pronunciation Teaching—A
Historical Overview . .... .... .... .... .... ..... .... 7
2.1.2 Goals in Current EFL Pronunciation Teaching . ..... .... 10
2.1.3 Foreign Language Pronunciation and Cognitive
Processing.... ..... .... .... .... .... .... ..... .... 16
2.1.4 Selected Factors Affecting Pronunciation Attainment . .... 17
2.2 Language Learning Strategies (LLS) .. .... .... .... ..... .... 26
2.2.1 Defining Language Learning Strategies... .... ..... .... 26
2.2.2 Selected Taxonomies of Language Learning Strategies.... 31
2.2.3 Factors Affecting the Choice of Language Learning
Strategies. .... ..... .... .... .... .... .... ..... .... 35
2.3 Pronunciation Learning Strategies (PLS) ... .... .... ..... .... 38
2.3.1 The Typology of Pronunciation Learning Strategies.. .... 38
2.3.2 The Role of Pronunciation Learning Strategies
in Pronunciation Learning. .... .... .... .... ..... .... 48
3 Foreign Language Anxiety in the Context of Foreign Language
Oral Performance, Language and Pronunciation Learning
Strategies.. .... .... .... ..... .... .... .... .... .... ..... .... 51
3.1 The Concept of Anxiety as a Psychological Construct. ..... .... 51
3.1.1 Anxiety Types: Trait, State, Situation-Specific
and Performance.... .... .... .... .... .... ..... .... 54
3.1.2 Selected Theories and Models of Anxiety. .... ..... .... 58
3.2 Foreign Language Anxiety.. .... .... .... .... .... ..... .... 63
3.2.1 Constituents of Language Anxiety .. .... .... ..... .... 65
ix
x Contents
3.3 Causes of Language Anxiety .... .... .... .... .... ..... .... 70
3.3.1 Internally Grounded Causes of Language Anxiety ... .... 70
3.3.2 Externally Grounded Causes of Language Anxiety... .... 74
3.4 The Impact of Language Anxiety on L2 Learning .... ..... .... 75
3.4.1 Language Anxiety at Input, Processing, Output Stages
and Pronunciation... .... .... .... .... .... ..... .... 79
3.4.2 Language Anxiety and Pronunciation .... .... ..... .... 81
3.4.3 Language Anxiety, Language Learning and
Pronunciation Learning Strategies... .... .... ..... .... 83
4 A Review of Selected Empirical Research on Pronunciation
Learning Strategies and Language Anxiety.... .... .... ..... .... 87
4.1 Research Methods in Language Anxiety and Pronunciation
Learning Strategies... ..... .... .... .... .... .... ..... .... 88
4.2 Research on Pronunciation Learning Strategies .. .... ..... .... 91
4.3 Language Anxiety and Oral Performance... .... .... ..... .... 101
4.4 Language Anxiety and Pronunciation.. .... .... .... ..... .... 110
4.5 Language Anxiety and Language Learning Strategies . ..... .... 114
5 Research on the Interplay Between Language Anxiety and
Pronunciation Learning Strategies... .... .... .... .... ..... .... 123
5.1 Rationale of the Study ..... .... .... .... .... .... ..... .... 123
5.2 Method.... .... .... ..... .... .... .... .... .... ..... .... 129
5.2.1 Participants... ..... .... .... .... .... .... ..... .... 129
5.2.2 Instruments... ..... .... .... .... .... .... ..... .... 133
5.2.3 Procedure .... ..... .... .... .... .... .... ..... .... 140
5.2.4 Analyses. .... ..... .... .... .... .... .... ..... .... 144
5.3 Results .... .... .... ..... .... .... .... .... .... ..... .... 146
5.3.1 Language Anxiety Levels of EFL Trainee Teachers.. .... 147
5.3.2 Pronunciation Learning Strategies and Tactics of EFL
Trainee Teachers.... .... .... .... .... .... ..... .... 149
5.3.3 The Relationship Between Language Anxiety Levels
andtheDeploymentofPronunciationLearningStrategies
and Tactics ... ..... .... .... .... .... .... ..... .... 151
5.4 Discussion . .... .... ..... .... .... .... .... .... ..... .... 174
5.4.1 Language Anxiety Levels of EFL Trainee Teachers.. .... 174
5.4.2 Pronunciation Learning Strategies and Tactics of EFL
Trainee Teachers.... .... .... .... .... .... ..... .... 176
5.4.3 The Interplay Between Language Anxiety and
Pronunciation Learning Strategies and Tactics . ..... .... 180
5.4.4 Deployment of Pronunciation Learning Strategies
and Tactics Amongst Groups of Trainee Teachers
Displaying Both High and Low Levels of Language
Anxiety.. .... ..... .... .... .... .... .... ..... .... 182