Improving the English pronunciation proficiency of university students through the use of pronunciation learning strategies

Résumé

Introduction. The main research focus of the present dissertation is the analysis of the interplay between pronunciation learning strategies and some of the individual factors that affect their implementation in the classroom. This research aim is based on the double premise that (i) knowledge of pronunciation strategies and related factors may lead to the design of better instructional practices; and that (ii) students' increased awareness of how to use pronunciation learning strategies may lead them to put those strategies into practice. Objectives. The main objectives are: • M. Obj. 1: - To examine and describe the link between the use of pronunciation learning strategies and individual factors with the pronunciation proficiency of Primary Education university students. • M. Obj. 2: - To assess the improvement in pronunciation skills of Primary Education university students specialized in English as a foreign language teaching through the use of pronunciation learning strategies. The secondary objectives are: • S. Obj. 1: - To identify which individual factors are linked with the use of pronunciation learning strategies. • S. Obj. 2: - To analyse the relation between individual factors, the use of pronunciation learning strategies and pronunciation proficiency. • S. Obj. 3: - To assess how the inclusion of pronunciation learning strategies as a learning tool within the subject of Didáctica de la fonética del Inglés affects pronunciation proficiency. Methodology. Participants belong to ISEN, a university campus affiliated to the University of Murcia. This group of students was similar in context and characteristics to the students at UM. The design of the study is evaluation research, which analyses the impact of a particular programme on a certain problem the programme tries to resolve. The chosen instruments are • (Berkil, 2008) Pronunciation Learning Strategies Inventory (PLSI). At the beginning and at the end, pre-test and post-test. Measures the use of pronunciation learning strategies. • (Sardegna, Lee, & Kusey, 2014) Learner Attitudes and Motivations for Pronunciation (LAMP). At the beginning and at the end, pre-test and post-test. • (Campos, 2018) Pronunciation Test with four sections. At the beginning and at the end, pre-test and post-test. • Specific items from the PLSIs and the Strategies for Pronunciation Improvement (SPI) for the open-surveys throughout the course. • Teacher’s open survey (Class tasks and observation) Conclusions The results obtained add to the scarce research done on PLS and offer interesting suggestions for the teaching field. The first finding of the study suggests that even if motivation is an impactful factor for both language learning and pronunciation, especially if that motivation is intrinsic, attitudes of self-efficacy and ownership regarding learning should also be promoted. The hypothesis that individual factors would have a significant effect on gains in pronunciation proficiency was not confirmed. At the end of the teaching intervention, neither gender nor time spent abroad had been shown to make any difference under these training conditions. Since the quality of instruction seems to be the most significant variable, teachers should put their effort into choosing activities tailored to the strengths and weaknesses of their students, as well as to the goals they wish to achieve. The last finding discussed in the study concerned the use of pronunciation learning strategies. In the data collected, participants memory and cognitive strategies. Even though there is some value in teaching indirect approaches such as metacognitive and affective strategies, the turning point in this case pertained to frequency and effectiveness in the use. Therefore, after presenting students with a variety of strategies and instructing them on how to effectively apply these, teachers should make sure that they are used consistently and diligently. In addition, teachers should promote the use of specific terminology and tools to self-reflect.