‘I want to sound like a native speaker and I’m working hard to achieve my goal’: Application of pronunciation learning strategies among English philology students
‘I want to sound like a native speaker and I’m working hard to achieve my goal’: Application of pronunciation learning strategies among English philology students

Summary/Abstract: Language learning strategies (LLS) and their role in foreign language classrooms have aroused great interest among researchers, which has resulted in numerous empirical investigations into their effectiveness in second language acquisition (SLA) (Chamot, 2005; Pawlak, 2008a, 2008b, 2011a, 2011b; Tilfarlioğlu, 2005; Trendak, 2015; Vandergrift, 2008; Wong, 2005; Yu, 2007). However, emphasis has mainly been placed on communication strategies or strategies that can facilitate vocabulary learning. The area that has so far failed to receive ample attention is that of pronunciation learning strategies (PLS). The aim of the present paper is to contribute to the existing body of research into pronunciation learning strategies and to add to the ongoing discussion pertaining to the role of PLS in foreign language learning. The article presents the results of a research project investigating the pronunciation learning strategies deployed by 120 advanced learners of English who were second- and thirdyear English philology students. The author made use of a questionnaire, diaries and the Strategy Inventory for Language Learning (SILL) to obtain qualitative and quantitative information about the subjects’ application of PLS.

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