Resumen de Contextualizing Attitudes Toward Pronunciation: Foreign Language Learners in the United States
Amanda Huensch, Amy S. Thompson
While previous work has shown a relationship between pronunciation attitudes and pronunciation performance, the connection between language learning motivation and pronunciation attitudes has been underexplored. This study investigated the relationship between 195 foreign language learners’ attitudes toward pronunciation, the foreign languages studied, extramural language activity, and motivation. With an online three-part survey, information was collected about their language learning backgrounds; their ideal, ought-to, and anti-ought-to selves (Dörnyei, 2009; Thompson & Vásquez, 2015); and their attitudes toward pronunciation (Elliott, 1995a). The results from an exploratory factor analysis on the pronunciation items indicated a three-factor solution: lack of native speaker bias, importance of improving pronunciation, and importance of communication/skills other than pronunciation. There were significant group differences for class level and extramural language activity regarding learners’ perceived importance of improving pronunciation: Learners in upper-level classes as well as learners who participated in extramural language activity placed a higher importance on improving pronunciation. The results also indicated positive relationships between positive attitudes toward pronunciation and the ideal self, and between the desire to improve pronunciation and the anti-ought-to self. The findings have implications for the selection of materials and instructional approaches
