Pronunciation Learning Strategies and Language Anxiety

In Search of an Interplay

Nonfiction, Reference & Language, Education & Teaching, Teaching, Language Experience Approach, Language Arts, Linguistics
Cover of the book Pronunciation Learning Strategies and Language Anxiety by Magdalena Szyszka, Springer International Publishing
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Author: Magdalena Szyszka ISBN: 9783319506425
Publisher: Springer International Publishing Publication: December 29, 2016
Imprint: Springer Language: English
Author: Magdalena Szyszka
ISBN: 9783319506425
Publisher: Springer International Publishing
Publication: December 29, 2016
Imprint: Springer
Language: English

This book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA). The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay between PLS and LA, in which both quantitative and qualitative data were collected. Based on the findings, the author proposes two profiles of anxious and non-anxious EFL trainee teachers who support their pronunciation learning with an array of pronunciation learning strategies and tactics.

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This book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA). The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay between PLS and LA, in which both quantitative and qualitative data were collected. Based on the findings, the author proposes two profiles of anxious and non-anxious EFL trainee teachers who support their pronunciation learning with an array of pronunciation learning strategies and tactics.

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