Pronunciation learning strategies, aptitude, and their relationship with pronunciation performance in pre-service English language teachers in Chile
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Fecha
2018-07
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
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Editor
Urmia University
Nombre de Curso
Licencia CC
Licencia CC
Resumen
The study aimed to establish whether there is a relationship between L2 aptitude, pronunciation learning strategies (PLSs), and pronunciation performance in pre-service English language teachers in Chile. In so doing, the study also uncovers PLS use by the participants. Through a correlational and statistically descriptive methodology, all participants took three tests, namely the Modern Language Aptitude Test (MLAT), the Strategic Pronunciation Learning Survey (SPLS), and a pronunciation test, each of which was intended to gather data for the three major variables. The study was conducted at a teacher education university in Chile, with a sample of 43 Year 1 and Year 2 students. Pearson and Spearman correlation coefficients showed that no major correlations were found between PLS frequency/duration and pronunciation accuracy; nor was a major correlation found between language aptitude and pronunciation accuracy. Nonetheless, the application of a statistical model comprising the most frequently used PLSs and those with the longest duration yielded a positive correlation between these PLSs and pronunciation intelligibility levels. Future studies incorporating motivational elements are required to establish how they correlate with pronunciation accuracy, in particular. © Urmia University Press.
Notas
Indexación: Scopus.
Palabras clave
Language aptitude, Learning strategies, MLAT, Pronunciation learning strategies, Pronunciation performance, Chile
Citación
Iranian Journal of Language Teaching Research, 6(2), pp. 57-76.