Pokaż uproszczony rekord

dc.contributor.authorNowacka , Marta
dc.date.accessioned2023-01-10T06:35:33Z
dc.date.available2023-01-10T06:35:33Z
dc.date.issued2022-12-29
dc.identifier.issn1731-7533
dc.identifier.urihttp://hdl.handle.net/11089/45248
dc.description.abstractThis paper examines the perspectives of Polish university students of English (n=110) on selected aspects after the pronunciation instruction they underwent during their phonetics course. It shows qualitative questionnaire results obtained by means of four open-ended statements. It sheds light on: English accent preference, reasons why they favoured and disfavoured the course and expectations from the course tutor. The students reported a positive impact of the training on their speaking and overall English/language skills, sounding native-like, good, and being understood. They admitted to disliking rules, theory of phonetics, unexpected pronunciation of words. In addition, the expected responsibilities of a pronunciation tutor comprised: correction of students’ pronunciation and helping them improve this skill. It confirms that the nativeness principle to pronunciation learning still prevails as the students wish to sound nativelike and expect the teacher to give them corrective accuracy-based feedback.en
dc.language.isoen
dc.publisherWydawnictwo Uniwersytetu Łódzkiegopl
dc.relation.ispartofseriesResearch in Language;1en
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0
dc.subjectEnglish accenten
dc.subjectaccent preferencesen
dc.subjectpronunciation learningen
dc.subjectexpectations from a tutoren
dc.subjectreasons for liking and disliking pronunciation learningen
dc.titleEnglish Phonetics Course: University Students’ Preferences and Expectationsen
dc.typeArticle
dc.page.number71-84
dc.contributor.authorAffiliationRzeszów Universityen
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dc.contributor.authorEmailmartha.nowacka@gmail.com
dc.identifier.doi10.18778/1731-7533.20.1.05
dc.relation.volume20


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