PE 202

The Study of the Relationship between Pronunciation Learning Strategies and Pronunciation Achievement of Iranian EFL Learners

كارشناسي ارشد

آموزش زبان انگليسي

پيام نور رشت

1400/11/04

90ص.

درجه ارزشيابي: بسيارخوب

فريدون وحداني

هدي ديوسر

Learning strategies , pronunciation , Pronunciation learning strategies (PLS) , cognitive strategies , metacognitive strategies , socio-affective strategies

وحداني،فريدون،راهنما , ديوسر،هدي،مشاور

One of the main challenges of learning English in a foreign language setting is mastering its pronunciation. Among different factors which could have their contribution on the achievement including age, background language, instructional program, and motivation, one can also refer to learning strategies which has gained special momentum since a few decades ago. Different learners try a variety of strategies to develop better pronunciation skills. Therefore, the purpose of this research project was to find out how different learners apply and use different strategies at two levels of achievement. To answer this question, the researcher investigated the strategies under three categories – cognitive, meta-cognitive and social strategies – inspired by Omalley and Chamot’s (1990) three-tier classification of learning strategies. The participants were 100 EFL learners majoring in English translation at Payame-Noor University. The data collection tools were a valid test of pronunciation and a likert-scaled questionnaire which were developed by the researcher. Multiple regression, Beta and descriptive statistics were used to analyze the data. The findings indicated a slight relationship between achievement level and the number and types of strategies deployed by the learners. Implications were proposed for teaching and developing pronunciation.

1401/08/23

منتخبي

69690