Pronunciation learning strategies, aptitude, and their relationship with pronunciation performance in pre-service English language teachers in Chile

Mauricio Véliz-Campos

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

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.

Original languageEnglish
Pages (from-to)57-76
Number of pages20
JournalIranian Journal of Language Teaching Research
Volume6
Issue number2
Publication statusPublished - 1 Jul 2018

Keywords

  • Language aptitude
  • Learning strategies
  • MLAT
  • Pronunciation learning strategies
  • Pronunciation performance

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language

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