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The Use of Pronunciation Learing Strategy among EFL University Students

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The Use of Pronunciation Learing Strategy among EFL University Students

  1. 1. The Use of Pronunciation Learning Strategy among EFL University Students Hsiao-Chun Huang, PhD Candidate Department of Literacy, Culture, and Language Education, Indiana University Bloomington Abstract Research Questions Results of Research Question 1 (Continued) Conclusion The study examines 90 Taiwanese university students’ use of 3 Pronunciation Learning Strategies are less frequently used: ● Certain pronunciation learning strategies are used frequently 1. What pronunciation learning strategies do Taiwanese pronunciation learning strategies to learn English. A university students use to learn English? Strategy Mean and less frequently among Taiwanese university students in questionnaire of use of pronunciation learning strategy was 2. What is the relationship between the use of pronunciation Record myself to listen to my pronunciation 2.08 learning English. distributed to all 90 students. All students were tested their learning strategy and pronunciation learning results? (Metacognitive) ● Only two strategies are used differently among 3 groups of English pronunciation learning results by a speaking 3. How do Taiwanese university students with different subjects. Practice pronunciation of words using flash 2.10 ● The closed to English native-like pronunciation group seeks production task. Based on the scores, students were grouped pronunciation learning results use pronunciation learning cards (Cognitive) opportunities to learn and practice their English pronunciation into three groups. The use of the pronunciation learning strategies to learn English? strategy of each group is compared and contrasted. In Make up songs or rhythms to remember 2.19 after the class. However, the strong accented group may not be addition, two students with higher scores and two students Methodology how to pronounce words (Memory) actively finding ways to learn and practice their English with lower scores were randomly picked by gender. They are pronunciation after the class. Subjects Results of Research Question 2 interviewed about how they used pronunciation learning ● 90 Taiwanese university students who were taking an English Limitations strategies to learn English. ● No significant difference in the interaction between strategy pronunciation class. ● Rating: the inter-rater reliability is 0.68. Literature Review Data Collection use and three groups of participants. → This indicates that ● Participants are English majors. As pronunciation is an important aspect of speaking and ● A short English reading text. each group of participants doesn’t use particular strategies to ● Not even number of strategies in each Oxford’s (1990) learners’ self-image, pronunciation learning strategies should ● An short English conversation. learn pronunciation. strategy category. be extensively and intensively researched into and ● A questionnaire about the use of pronunciation learning However, there are significant differences in the use of two ● Interview data are only randomly from two subjects in the documented. However, research about pronunciation learning strategies. strategies (“form and use hypotheses about pronunciation rules” closed to English native-like group and the strong accented strategies is deficient. ● An interview about how 4 subjects use pronunciation learning and “regularly seek out opportunities to talk with Americans”) group. ● Peterson (2000) collected 11 American college students’ strategies to learn English. among three groups of participants. The native-like group uses Implications pronunciation learning strategies in learning Spanish by using ● Raters. these two strategies more frequently than other two groups. diaries on six students and interviews on the other five ● No significant difference in the interaction between three Teaching Data Analysis groups of participants and six strategy categories. → This ● Introducing different pronunciation learning strategies to students. She found 21 pronunciation learning strategies in ● Strategies that 90 subjects used the most. indicates that each group of participants doesn’t use particular English language learners. her study. ● Strategies that 90 subjects used the least. ● Eckstein (2007) used a questionnaire to investigate 183 ● Encouraging English learners to continue learning and ● ANOVAs for understanding the use of pronunciation learning strategy categories to learn pronunciation. intermediate class students in an Intensive English Program of Moreover, the use of each strategy category among three practicing English pronunciation after the class. strategies among 3 groups. Further Research Suggestions a college in the United States. He found that IEP students who ● Interview data for checking the result of questionnaire and groups of participants is not significantly different either. had better English pronunciation used three learning ● The relationship between the use of pronunciation learning understand how different groups of subjects use the Results of Research Question 3 strategies: noticing mistakes, adjusting facial muscles, and strategies and teaching strategies. pronunciation learning strategies. seeking pronunciation help. The big differences between the two groups of subjects are ● Other factors that influence the use of pronunciation Results of Research Question 1 their attitudes toward learning English pronunciation and learning strategies. Theoretical Framework methods they used after school to learn English pronunciation. References 3 Pronunciation Learning Strategies are used the most: Closed to English native-like Eckstein, G. T. (2007). A correlation of pronunciation learning Strategy Mean strategies with spontaneous English pronunciation of Female: Male: Willing to guess the pronunciation 4.23 -Watch DVDs, Play online -Listen to English pop songs adult ESL learners (Unpublished master’s thesis). (Compensation) games Brigham Young University, Provo, UT. Oxford, R. L. (1990). Language learning strategies: What Prepare for an oral presentation by 4.22 Strong accented every teacher should know. Boston: Heinle & Heinle. writing difficult-to pronounce words Peterson, S, S (2000). Pronunciation learning strategies: A first Female: Male: very large in my notes (Cognitive) look. Retrieved from ERIC database. (ED450599). -Listen to the teacher only -Listen to the teacher only Pronounce a difficult word over and 4.05 -Doesn’t care about -Didn’t care about Contact Information Figure 1 Diagram of the Strategy System: Overview (Sources: Oxford, 1990, p. 16) over (Cognitive) pronunciation learning pronunciation learning before Hsiao-Chun Huang hsihuang@indiana.edu TEMPLATE DESIGN © 2008 www.PosterPresentations.com

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