Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students
| dc.contributor.author | Gómez Lacabex, Esther | |
| dc.contributor.author | Roothooft, Hanne | |
| dc.date.accessioned | 2024-01-03T09:41:18Z | |
| dc.date.available | 2024-01-03T09:41:18Z | |
| dc.date.issued | 2023-12-28 | |
| dc.identifier.issn | 1731-7533 | |
| dc.identifier.uri | http://hdl.handle.net/11089/49010 | |
| dc.description.abstract | The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results from a questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series or talking to native speakers. However, we also observed significant differences between the groups as the English major students tended to view pronunciation learning as a discipline, while the engineering students saw it as a communicative skill. The English majors also exhibited more pronunciation anxiety, specifically fear of ridicule and worry of making mistakes. They also revealed more anxiety-related themes in the focus group discussions such as worry about their pronunciation, pronunciation shame or unease because they do not know how to pronounce a word or cannot understand. Finally, the English major group was also more demanding of lecturers’ accurate pronunciation. These results suggest that differences regarding English pronunciation anxiety between different learner profiles may need to be considered during their English language learning progress. | en |
| dc.language.iso | en | |
| dc.publisher | Wydawnictwo Uniwersytetu Łódzkiego | pl |
| dc.relation.ispartofseries | Research in Language;4 | en |
| dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0 | |
| dc.subject | pronunciation | en |
| dc.subject | pronunciation anxiety | en |
| dc.subject | interlocutor anxiety | en |
| dc.subject | EMI | en |
| dc.title | Pronunciation Anxiety, Pronunciation-Related Views and Pronunciation Learning Actions of EMI and English Major Students | en |
| dc.type | Article | |
| dc.page.number | 333-356 | |
| dc.contributor.authorAffiliation | Gómez Lacabex, Esther - University of the Basque Country (UPV-EHU) | en |
| dc.contributor.authorAffiliation | Roothooft, Hanne - Public University of Navarre (UPNA) | en |
| dc.references | Baran-Łucarz, M. (2011). The relationship between language anxiety and the actual and perceived levels of foreign language pronunciation. Studies in Second Language Learning and Teaching, 1(4), 491-514. https://doi.org/10.14746/ssllt.2011.1.4.3 | en |
| dc.references | Baran-Łucarz, M. (2013). Phonetics learning anxiety–results of a preliminary study. Research in Language, 11(1), 57-79. https://doi.org/10.2478/v10015-012-0005-9 | en |
| dc.references | Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445-473. https://doi.org/10.3138/cmlr.2666 | en |
| dc.references | Baran-Łucarz, M. & Lee, J.H. (2021). Selected determinants of pronunciation anxiety. International Journal of English Studies, 21(1), 93-113. https://doi.org/10.6018/ijes.426411 | en |
| dc.references | Barrios, E., López-Gutiérrez, A., & Lopez-Agudo, L. A. (2022). Language-related perceptions: How do they predict student satisfaction with a partial English Medium Instruction in Higher Education? Journal of English for Academic Purposes, 57, 101121. https://doi.org/10.1016/j.jeap.2022.101121 | en |
| dc.references | Cenoz, J., & Lecumberri, M. L. G. (1999). The acquisition of English pronunciation: Learners' views. International Journal of Applied Linguistics, 9(1), 3-15. https://doi.org/10.1111/j.1473-4192.1999.tb00157.x | en |
| dc.references | Chou, M. H. (2018). Speaking anxiety and strategy use for learning English as a foreign language in full and partial English‐medium instruction contexts. Tesol Quarterly, 52(3), 611-633. https://doi.org/10.1002/tesq.455 | en |
| dc.references | Crookall, D. & Oxford, R. (1991). Dealing with anxiety: Some practical activities for language learners and teacher trainees. In Gardner R. C. (Eds.), Language Anxiety. From Theory and Research to Classroom Implications (141-150). Prentice Hall. Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford University Press. | en |
| dc.references | Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30(2), 155-166. https://doi.org/10.1002/tesq.455 | en |
| dc.references | Dewaele, Jean-Marc. Emotions in multiple languages. Basingstoke: Palgrave Macmillan, 2010. https://doi.org/10.1057/9780230289505 | en |
| dc.references | Doiz, A., Lasagabaster, D. and Sierra, J. M. (Eds.). (2012). English-medium instruction at universities: Global challenges. Multilingual matters. https://doi.org/10.21832/9781847698162-004 | en |
| dc.references | Dörnyei, Z. (2009). The L2 motivational self system. Motivation, language identity and the L2 self, 36(3), 9-11. https://doi.org/10.21832/9781847691293-003 | en |
| dc.references | Galloway, N., & Rose, H. (2015). Introducing global Englishes. Routledge. https://doi.org/10.4324/9781315734347 | en |
| dc.references | Dziubalska-Kołaczyk, K., & Przedlacka, J. (Eds.). (2008). English pronunciation models: A changing scene (Vol. 21). Peter Lang. | en |
| dc.references | Garrett, P., & Young, R. F. (2009). Theorizing affect in foreign language learning: An analysis of one learner's responses to a communicative Portuguese course. The Modern Language Journal, 93(2), 209-226. https://doi.org/10.1111/j.1540-4781.2009.00857.x | en |
| dc.references | Gómez-Lacabex, E., & Gallardo-del-Puerto, F. (2021). Pronunciation in EMI: A Preliminary Study of Spanish University Students’ Intelligibility and Comprehensibility. In D. Lasagabaster, & A. Doiz (Eds.). Language Use in English-Medium Instruction at University (pp. 126-144). Routledge. https://doi.org/10.4324/9781003134534-7 | en |
| dc.references | Gómez-Lacabex, E., & Roothooft, H. (2023). Pronunciation in EMI: Conceptualization, interlocutor anxiety and attitudes towards lecturer speech. Journal of Multilingual Theories & Practices, 4(1). https://doi.org/10.4324/9781003134534-7 | en |
| dc.references | Guiora, A. (1972). Construct validity and transpositional research: Toward an empirical study of psychoanalytic concepts. Comprehensive Psychiatry, 13(2), 139–150. https://doi.org/10.1016/0010-440X(72)90019-3 | en |
| dc.references | Henderson, A. (2019). Training for English-Medium Instruction in French Higher Education: Keeping Pronunciation in Focus. Recherche et pratiques pédagogiques en langues de spécialité. Cahiers de l'Apliut, 38(2). https://doi.org/10.4000/apliut.7402 | en |
| dc.references | Henderson, A., Curnick, L., Frost, D., Kautzsch, A., Kirkova-Naskova, A., Levey, D., ... & Waniek-Klimczak, E. (2015). The English pronunciation teaching in Europe survey: Factors inside and outside the classroom. In J.A. Mompean & J. Fouz González, (Eds.). Investigating English pronunciation: Trends and directions. Springer. (pp. 260-291). Palgrave Macmillan, London. https://doi.org/10.1057/9781137509437_12 | en |
| dc.references | Hendriks, B., van Meurs, F., & Usmany, N. (2021). The effects of lecturers’ non-native accent strength in English on intelligibility and attitudinal evaluations by native and non-native English students. Language Teaching Research. Advance online publication. https://doi.org/10.1177/1362168820983145. | en |
| dc.references | Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, 283–294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x | en |
| dc.references | Jarosz, A. (2021). Incidental development of pronunciation learning strategies. Research in Language (RiL), 19(3), 267-282. https://doi.org/10.18778/1731-7533.19.3.03 | en |
| dc.references | Jenkins, J. (2000). The phonology of English as an international language. Oxford university press. | en |
| dc.references | Jenkins, J., Baker, W., & Dewey, M. (Eds.). (2018). The Routledge handbook of English as a lingua franca (pp. xix-620). London: Routledge. https://doi.org/10.4324/9781315717173 | en |
| dc.references | Kang, O. (2015). Learners' perceptions toward pronunciation instruction in Three Circles of World Englishes. Tesol Journal, 6(1), 59-80. https://doi.org/10.1002/tesj.146 | en |
| dc.references | Kang, O., Thomson, R. I., & Murphy, J. (Eds.). (2018). The Routledge handbook of contemporary English pronunciation. New York, NY: Routledge. https://doi.org/10.4324/9781315145006 | en |
| dc.references | Karakas, A. (2017). The forgotten voices in higher education: Students’ satisfaction with English-medium instruction. Journal of English as an International Language, 12(1), 1-14. | en |
| dc.references | Lasagabaster, D., & Sierra, J. M. (2002). University students' perceptions of native and non-native speaker teachers of English. Language awareness, 11(2), 132-142. https://doi.org/10.1080/09658410208667051 | en |
| dc.references | Lefkowitz, N., & Hedgcock, J. (2002). Sound barriers: Influences of social prestige, peer pressure and teacher (dis) approval on FL oral performance. Language Teaching Research, 6(3), 223-244. https://doi.org/10.1191/1362168802lr107oa | en |
| dc.references | Levis, J. (2015). Learners’ views of social issues in pronunciation learning. Journal of Academic Language & Learning, 9(1), 42-55. | en |
| dc.references | Levis, J. (2020). Revisiting the intelligibility and nativeness principles. Journal of Second Language Pronunciation, 6(3), 310--328. https://doi.org/10.1075/jslp.20050.lev | en |
| dc.references | Levis, J. M., & Moyer, A. (Eds.). (2014). Social dynamics in second language accent (Vol. 10). Walter de Gruyter. https://doi.org/10.1515/9781614511762 | en |
| dc.references | Lintunen, P., & Mäkilähde, A. (2018). Short-and long-term effects of pronunciation teaching: EFL learners’ views. In J. Teoksesssa Volín and R. Skarnitzl, R.(eds.), The pronunciation of English by speakers of other languages. (pp. 46--72). Cambridge Scholars Publishing. | en |
| dc.references | Macaro, E. (2022). English Medium Instruction: What do we know so far and what do we still need to find out? Language Teaching, 1--14. https://doi.org/10.1017/S0261444822000052 | en |
| dc.references | MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. (2001). Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in second language acquisition, 23(3), 369-388. https://doi.org/10.1017/S0272263101003035 | en |
| dc.references | Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. Foreign Language Annals, 46(2), 213--229. https://doi.org/10.1111/flan.12024 | en |
| dc.references | Nowacka, M. (2012). Questionnaire-based pronunciation studies: Italian, Spanish and polish students’ views on their English pronunciation. Research in Language, (10)1, 43-61. https://doi.org/10.2478/v10015-011-0048-3 | en |
| dc.references | Nowacka, M. (2022). English phonetics course: University students’ preferences and expectations. Research in Language, 20(1), 71-84. https://doi.org/10.18778/1731-7533.20.1.05 | en |
| dc.references | Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle. | en |
| dc.references | Pawlak, M. (2011). Students’ successes and failures in learning foreign language pronunciation: Insights from diary data. In J. Arabski & A. Wojtaszek (Eds.), The acquisition of L2 phonology (pp. 165-182). Bristol: Multilingual Matters. https://doi.org/10.21832/9781847693761-014 | en |
| dc.references | Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2015). Exploring advanced learners’ beliefs about pronunciation instruction and their relationship with attainment. Teaching and Researching the Pronunciation of English: Studies in Honour of Włodzimierz Sobkowiak, 3-22. https://doi.org/10.1007/978-3-319-11092-9_1 | en |
| dc.references | Pennington, M. C. (2021). Teaching pronunciation: The state of the art 2021. RELC Journal, 52(1), 3-21. https://doi.org/10.1177/00336882211002283 | en |
| dc.references | Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research. Londres: Palgrave Macmillan, 10, 978-988. https://doi.org/10.1057/978-1-137-47677-7 | en |
| dc.references | Philips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The modern language journal, 76(1), 14-26. https://doi.org/10.1111/j.1540-4781.1992.tb02573.x | en |
| dc.references | Roothooft, H. (2022). Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities. International Journal of Bilingual Education and Bilingualism, 25(2), 627-640.Rose, H. & Galloway, N. (2019). Global Englishes for language teaching. Cambridge University Press. https://doi.org/10.1080/13670050.2019.1707768 | en |
| dc.references | Sardegna, V. G., Lee, J., & Kusey, C. (2018). Self‐efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83-114. https://doi.org/10.1111/lang.12263 | en |
| dc.references | Setter, J. (2008). Theories and Approaches in English Pronunciation. In R. Monroy & A. Sánchez (Eds.), 25 Years of Applied Linguistics in Spain: Milestones and Challenges (pp. 447–457). Murcia: Universidad de Murcia | en |
| dc.references | Stanojević, M. M., Kabalin Borenić, V., & Josipović Smojver, V. (2012). Combining different types of data in studying attitudes to English as a Lingua Franca. Research in Language, 10(1), 29-41. https://doi.org/10.2478/v10015-011-0043-8 | en |
| dc.references | Stanojević, M. M., Kabalin Borenić, V., and Josipović Smojver, V. (2012). Combining different types of data in studying attitudes to English as a Lingua Franca. Research in Language, 10(1), 29-41. https://doi.org/10.2478/v10015-011-0043-8 | en |
| dc.references | Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300. https://doi.org/10.14746/ssllt.2011.1.2.7 | en |
| dc.references | Szyszka, M. (2016). English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language, 14(2), 165-180. https://doi.org/10.1515/rela-2016-0007 | en |
| dc.references | Szyszka, M. (2017). Pronunciation learning strategies and language anxiety. In search of an interplay. Springer. https://doi.org/10.1007/978-3-319-50642-5 | en |
| dc.references | Tsang, A. (2020). Why English accents and pronunciation ‘still’ matter for teachers nowadays: a mixed-methods study on learners’ perceptions. Journal of Multilingual and Multicultural Development, 41(2), 140-156. https://doi.org/10.1080/01434632.2019.1600528 | en |
| dc.references | Waniek-Klimczak, E., & Klimczak, K. (2008). Target in speech development: learners’ views. In K. Dziubalska-Kołaczyk, & J. Przedlacka, (Eds.). English pronunciation models: A changing scene, 229-249. Peter Lang. | en |
| dc.references | Waniek-Klimczak, E., Rojczyk, A., and Porzuczek, A. (2014). ‘Polglish’ in Polish Eyes: What English studies majors think about Their pronunciation in English. In E. Waniek-Klimczak and M. Pawlak (eds.), Teaching and Researching the Pronunciation of English (pp. 23-34). Springer, Cham. | en |
| dc.references | Zacharias, N. T. (2012). Qualitative Research Methods for Second Language Education: A Coursebook. Cambridge Scholars Publishing. | en |
| dc.contributor.authorEmail | Gómez Lacabex, Esther - esther.glacabex@ehu.eus | |
| dc.contributor.authorEmail | Roothooft, Hanne - hanne.roothooft@unavarra.es | |
| dc.identifier.doi | 10.18778/1731-7533.21.4.01 | |
| dc.relation.volume | 21 |
Pliki tej pozycji
Pozycja umieszczona jest w następujących kolekcjach
Poza zaznaczonymi wyjątkami, licencja tej pozycji opisana jest jako https://creativecommons.org/licenses/by-nc-nd/4.0