Second Language Learning and Teaching. Series editor Mirosław Pawlak, Kalisz, Poland

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1 Second Language Learning and Teaching Series editor Mirosław Pawlak, Kalisz, Poland

2 About the Series The series brings together volumes dealing with different aspects of learning and teaching second and foreign languages. The titles included are both monographs and edited collections focusing on a variety of topics ranging from the processes underlying second language acquisition, through various aspects of language learning in instructed and non-instructed settings, to different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. The publications reflect state-of-the-art developments in those areas, they adopt a wide range of theoretical perspectives and follow diverse research paradigms. The intended audience are all those who are interested in naturalistic and classroom second language acquisition, including researchers, methodologists, curriculum and materials designers, teachers and undergraduate and graduate students undertaking empirical investigations of how second languages are learnt and taught. More information about this series at

3 Magdalena Szyszka Pronunciation Learning Strategies and Language Anxiety In Search of an Interplay 123

4 Magdalena Szyszka Opole University Opole Poland ISSN ISSN (electronic) Second Language Learning and Teaching ISBN ISBN (ebook) DOI / Library of Congress Control Number: Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland

5 To Ewa and Piotr

6 Preface The book focuses on two constructs located in the domain of individual learner differences (ID): pronunciation learning strategies (PLS) and language anxiety (LA). The growing interest in both cognitive and affective language learner processes that determine the pace and ultimate attainment of second or foreign (L2) language acquisition brought about the development of research exploring ID relationships. The latest findings in the field of research on the interplay of various IDs, however, rarely offer their contributions regarding the role that L2 learner internal affective factors play in pronunciation learning processes. The main aim of this volume is, therefore, to shed more light on the interplay between two IDs affecting L2 pronunciation acquisition: PLS and LA. This account presents the relevant theoretical claims, the most recent research findings and the results of the empirical research on PLS deployed by the EFL trainee teachers experiencing different levels of LA. Apart from the Introduction, the book consists of five chapters, offering both theoretical clarifications and empirical findings. More precisely, the focus of attention in Chap. 2 is on the psychological and pedagogical perspectives of English pronunciation learning. It provides the theoretical explanations and rationale for the research on the interplay between PLS and LA. Working definitions for the key terms (pronunciation, language learning strategies and pronunciation learning strategies) are selected from an array of definitions provided by a number of researchers. As pronunciation learning processes are largely affected by didactics, a diachronic overview of pedagogical approaches to pronunciation teaching is offered in order to locate pronunciation learning strategies within the framework of pronunciation teaching. Subsequently, several factors affecting pronunciation acquisition are presented and discussed before the emphasis is shifted to different typologies of language and pronunciation learning strategies. Chapter 3 is intended to overview the key issues related to the constructs of general anxiety and language learning anxiety. First, anxiety is viewed from a psychological perspective. The concept and its types are defined with reference to stable characteristics (trait anxiety) and transience in specific situations (situation-specific anxiety). Next, some selected theoretical models explicating the vii

7 viii Preface complexity of general anxiety are presented before the construct of language anxiety is introduced and analysed from the perspective of an L2 pronunciation learner. Finally, potential sources of language anxiety are discussed, and plausible links between language anxiety, oral performance and pronunciation, as well as language learning strategies are outlined. An overview of the most influential and recent empirical research on language anxiety, relating to pronunciation, language and pronunciation learning strategies, forms the core of Chap. 4. Some attention is given to the research methods applied in recent investigations into language and pronunciation learning strategies. In addition, this chapter provides further rationale for the need to bridge the gap between the existent studies and the one presented later in this volume. Chapter 5 provides methodological details and the results of the empirical study investigating the interplay between PLS and LA. Here, the statement of purpose includes three research questions and a number of more calibrated hypotheses. The participants, instruments and procedure are described before a thorough analysis of the quantitative and qualitative data. Subsequently, the study findings are discussed and interpreted with the support of the theoretical models of anxiety explicated earlier in Chap. 3. The book finishes with general conclusions stemming from the discussion. The author provides a description of two tentative profiles of L2 pronunciation learners who exhibit high and low language anxiety levels. Finally, she explores the study limitations, offers future research directions, and suggests several pedagogical applications inspired by the results of the study. Opole, Poland Magdalena Szyszka

8 Contents 1 Introduction Pedagogical and Psychological Background of Pronunciation Learning and Language Learning Strategies Pronunciation and Language Learning Different Approaches to Pronunciation Teaching A Historical Overview Goals in Current EFL Pronunciation Teaching Foreign Language Pronunciation and Cognitive Processing Selected Factors Affecting Pronunciation Attainment Language Learning Strategies (LLS) Defining Language Learning Strategies Selected Taxonomies of Language Learning Strategies Factors Affecting the Choice of Language Learning Strategies Pronunciation Learning Strategies (PLS) The Typology of Pronunciation Learning Strategies The Role of Pronunciation Learning Strategies in Pronunciation Learning Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies The Concept of Anxiety as a Psychological Construct Anxiety Types: Trait, State, Situation-Specific and Performance Selected Theories and Models of Anxiety Foreign Language Anxiety Constituents of Language Anxiety ix

9 x Contents 3.3 Causes of Language Anxiety Internally Grounded Causes of Language Anxiety Externally Grounded Causes of Language Anxiety The Impact of Language Anxiety on L2 Learning Language Anxiety at Input, Processing, Output Stages and Pronunciation Language Anxiety and Pronunciation Language Anxiety, Language Learning and Pronunciation Learning Strategies A Review of Selected Empirical Research on Pronunciation Learning Strategies and Language Anxiety Research Methods in Language Anxiety and Pronunciation Learning Strategies Research on Pronunciation Learning Strategies Language Anxiety and Oral Performance Language Anxiety and Pronunciation Language Anxiety and Language Learning Strategies Research on the Interplay Between Language Anxiety and Pronunciation Learning Strategies Rationale of the Study Method Participants Instruments Procedure Analyses Results Language Anxiety Levels of EFL Trainee Teachers Pronunciation Learning Strategies and Tactics of EFL Trainee Teachers The Relationship Between Language Anxiety Levels and the Deployment of Pronunciation Learning Strategies and Tactics Discussion Language Anxiety Levels of EFL Trainee Teachers Pronunciation Learning Strategies and Tactics of EFL Trainee Teachers The Interplay Between Language Anxiety and Pronunciation Learning Strategies and Tactics Deployment of Pronunciation Learning Strategies and Tactics Amongst Groups of Trainee Teachers Displaying Both High and Low Levels of Language Anxiety

10 Contents xi 6 Conclusions Appendix A Appendix B References

11 Abbreviations EFL EIL ELF ELLSI FL FLCAS GA HLA ILD IPA LA LFC LLA LLS L1 L2 MALQ PA PhLAS PLA PLS PLSI PTS RP SILL SILP SLA SORS SPLS TL English as a foreign language English as an international language English as a lingua franca The English language learning strategy inventory Foreign language The foreign language classroom anxiety scale General American High language anxiety level Individual learner difference International phonetic alphabet Language anxiety Lingua franca core Low language anxiety level Language learning strategies Mother tongue or the first language Second or foreign language The metacognitive awareness listening questionnaire Performance anxiety The phonetic language anxiety scale Phonetic learning anxiety Pronunciation learning strategies The pronunciation learning strategy inventory Pronunciation teaching strategies Received Pronunciation The strategy inventory for language learning The strategy inventory for learning pronunciation Second language acquisition Survey of reading strategies Strategic pronunciation learning scale Target language xiii