Pronunciation Learning Strategies, Aptitude, and Their Relationship with Pronunciation Performance in Pre-service English Language Teachers in Chile

Document Type : Original Article

Author

MA TESOL Programme, Universidad Andres Bello

Abstract

The study aimed to establish whether there is a relationship between L2 aptitude, pronunciation learning strategies (PLSs), and pronunciation performance in pre-service English language teachers in Chile. In so doing, the study also uncovers PLS use by the participants. Through a correlational and statistically descriptive methodology, all participants took three tests, namely the Modern Language Aptitude Test (MLAT), the Strategic Pronunciation Learning Survey (SPLS), and a pronunciation test, each of which was intended to gather data for the three major variables. The study was conducted at a teacher education university in Chile, with a sample of 43 Year 1 and Year 2 students. Pearson and Spearman correlation coefficients showed that no major correlations were found between PLS frequency/duration and pronunciation accuracy; nor was a major correlation found between language aptitude and pronunciation accuracy. Nonetheless, the application of a statistical model comprising the most frequently used PLSs and those with the longest duration yielded a positive correlation between these PLSs and pronunciation intelligibility levels. Future studies incorporating motivational elements are required to establish how they correlate with pronunciation accuracy, in particular.

Keywords

Iranian Journal of Language Teaching Research
Volume 6, Issue 2
July 2018
Pages 57-76

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History

  • Receive Date: 11 April 2018
  • Revise Date: 09 May 2018
  • Accept Date: 12 June 2018

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