Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of english

Mauricio Véliz C.

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

5 Citas (Scopus)

Resumen

This study seeks to uncover the psychosocial mechanisms used by pre-service teachers of English with the purpose of developing an L2 phonological system, within a framework of language learning strategies (LLSs) The study makes use of a case study methodology and collects information through a semi-structured interview, whose results are interpreted in light of Oxford's (1990) taxonomy. The results corroborate to some extent findings made in previous studies, amongst which are: (i) ample use of indirect strategies, amongst which metacognitive, planning and monitoring stand out; (ii) greater potential of metacognitive strategies when accompanied by use of direct strategies such as mental images, applying images and sounds, practising, analysing/reasoning, and paying attention; and (iii) the mobilisation power of motivation in connection with a strategy repertoire.

Idioma originalInglés
Páginas (desde-hasta)193-220
Número de páginas28
PublicaciónLiteratura y Linguistica
N.º25
DOI
EstadoPublicada - 1 ene 2012

Áreas temáticas de ASJC Scopus

  • Lengua y lingüística
  • Lingüística y lenguaje
  • Teoría de la literatura

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