Pronunciation Learning Strategies and Motivation: Their Impact on second Language Speech of Japanese EFL Learners

Hideki Abe

doi:10.18778/1731-7533.23.17

Authors

Hideki Abe National Institute of Technology Tsuruoka College

DOI:

https://doi.org/10.18778/1731-7533.23.17

Keywords:

pronunciation learning strategies, motivation, L2 comprehensibility, L2 pronunciation, structural equation modelling

Abstract

Despite increased academic interest in the factors related to individual differences in second language (L2) pronunciation, little is known about how motivated learners utilise pronunciation learning strategies (PLS) to master the target language sound system. Grounded in the self-regulated learning model, this study examined the interplay between PLS and motivation in shaping L2 comprehensibility among 103 learners in Japan. The participants completed a questionnaire that assessed their individual differences in PLS and motivation and undertook a test that measured their L2 comprehensibility. An exploratory factor analysis revealed a two-factor model consisting of PLS and motivation, which was further analysed using Pearson correlation and structural equation modelling. The analysis showed a statistically significant correlation between PLS and L2 comprehensibility, and between motivation and PLS, whereas the correlation between motivation and L2 comprehensibility was not statistically significant. The structural analysis revealed that motivation exerted a significant effect on L2 comprehensibility through PLS, with PLS being a predictor of L2 comprehensibility. Highlighting the often neglected importance of PLS, the findings suggest that the participants were motivated and goal-oriented, which led to their use of PLS. This implies that PLS use and motivation were significant factors in improving L2 comprehensibility in the classroom.

Author Biography

Hideki Abe, National Institute of Technology Tsuruoka College

Hideki Abe has been a teacher of EFL at the National Institute of Technology Tsuruoka College for approximately thirty years, during which he completed his doctorate in Phonetics Pedagogy at Nagoya Gakuin University, Japan. His recent academic interest focuses on Instructed SLA and its relation to L2 pronunciation and PLS.

References

Akase, M. (2023). Longitudinal growth in vocabulary size, vocabulary learning strategy use, motivation, and self-efficacy in Japanese EFL learners. NIT Nagano College.

Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. https://doi.org/10.14746/ssllt.2018.8.4.2 DOI: https://doi.org/10.14746/ssllt.2018.8.4.2

Ardasheva, Y. (2016). A structural equation modeling investigation of relationships among school-aged ELLs' individual difference characteristics and academic and second language outcomes. Learning and Individual Differences, 47, 194–206. https://doi.org/10.1016/j.lindif.2016.02.010 DOI: https://doi.org/10.1016/j.lindif.2016.02.010

Baker-Smemoe, W. & Haslam, N. (2013). The effect of language learning aptitude strategy use and learning context on L2 pronunciation learning. Applied Linguistics, 34, 435–456. https://doi.org/10.1093/applin/ams066 DOI: https://doi.org/10.1093/applin/ams066

Baran-Łucarz, M. (2017). FL pronunciation anxiety and motivation: Results of a preliminary mixed-method study. In E. Piechurska-Kuciel, E. Szymańska-Czaplak, & Magdalena Szyszka. (Eds.). At the Crossroads: Challenges of Foreign Language Learning (pp. 107–133). Springer. https://doi.org/10.1007/978-3-319-55155-5_7 DOI: https://doi.org/10.1007/978-3-319-55155-5_7

Berkil, G. (2008). A closer look at pronunciation learning strategies, L2 pronunciation proficiency and secondary variables influencing pronunciation ability. MA thesis, Bilkent University.

Choi, Y., Zhang, D., Lin, C., & Zhang, Y. (2018). Self-regulated learning of vocabulary in English as a foreign language. Asian EFL Journal, 20(3), 54–82.

Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36. https://doi.org/10.1111/j.0026-7902.2005.00263.x DOI: https://doi.org/10.1111/j.0026-7902.2005.00263.x

Derwing, T. M. & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins. https://doi.org/10.1075/lllt.42 DOI: https://doi.org/10.1075/lllt.42

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. LEA https://doi.org/10.1075/aila.19.05dor DOI: https://doi.org/10.1075/aila.19.05dor

Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.

Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.). Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-003 DOI: https://doi.org/10.2307/jj.30945943.5

Dörnyei, Z. & Skehan, P. (2003). Individual differences in L2 learning. In C. Doughty & M. Long (Eds.). The handbook of second language acquisition (pp. 589–630). Blackwell Publishing. https://doi.org/10.1002/9780470756492.ch18 DOI: https://doi.org/10.1002/9780470756492.ch18

Eckstein, G.T. (2007). A correlation of pronunciation learning strategies with spontaneous English pronunciation of adult ESL learners. MA thesis, Brigham Young University.

Griffiths, C. (2018). The strategy factor in successful language learning: The tornado effect. Multilingual Matters. https://doi.org/10.21832/9781783099757 DOI: https://doi.org/10.21832/9781783099757

In’nami, Y. (2014). Introducing SEM. In O. Takeuchi & A. Mizumoto (Eds.). Handbook of foreign language education research, Revised edition. [in Japanese] (pp. 194 – 206). Shoohakusha.

In’nami, Y., & Koizumi, R. (2011). Structural equation modeling in language testing and learning research: A review. Language Assessment Quarterly, 8, 250–276. https://doi.org/10.1080/15434303.2011.565844 DOI: https://doi.org/10.1080/15434303.2011.582203

Kolb, D. A. (1984). Experimental learning: Experience as the source of learning and development. Prentice Hall.

Kleine, R. B. (2016). Principles and practice of structure equation modelling. Guilford.

Lee, J. H., Ahn, J. J., & Lee, J. (2022). The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis. Studies in Second Language Learning and Teaching, 12(3), 435–458. https://doi.org/10.14746/ssllt.2022.12.3.5 DOI: https://doi.org/10.14746/ssllt.2022.12.3.5

Levis, J. M. (2018). Intelligibility, oral communication and the teaching of pronunciation. Cambridge University Press. https://doi.org/10.1017/9781108241564 DOI: https://doi.org/10.1017/9781108241564

Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors of age, motivation, and instruction. Studies in Second Language Acquisition, 21, 81–108. https://doi.org/10.1017/S0272263199001035 DOI: https://doi.org/10.1017/S0272263199001035

Moyer, A. (2004). Age, accent and experiences in second language acquisition. Multilingual Matters. https://doi.org/10.21832/9781853597190 DOI: https://doi.org/10.21832/9781853597190

Nagle, C. (2018). Motivation comprehensibility, accentedness in L2 speech: Investigating motivation as a time-varying predicator of pronunciation development. Modern Language Journal, 1–46. Advanced online publication. https://doi.org/10.1111/modl.12461 DOI: https://doi.org/10.1111/modl.12461

O’Malley, J. M. & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge University Press. https://doi.org/10.1017/CBO9781139524490 DOI: https://doi.org/10.1017/CBO9781139524490

Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle and Heinle.

Oxford, R.L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routledge. https://doi.org/10.4324/9781315719146 DOI: https://doi.org/10.4324/9781315719146

Pawlak, M. (2010). Designing and piloting a tool for the measurement of the use of pronunciation learning strategies. Research in Language, 8, 189–202. https://doi.org/10.2478/v10015-010-0005-6 DOI: https://doi.org/10.2478/v10015-010-0005-6

Pawlak, M. (2018). The use of pronunciation learning strategies in form-focused and meaning-focused activities: The impact of contextual and individual difference variables. In R. L. Oxford and C.M. Amerstorfer (Eds.). Language learning strategies and individual learner characteristics (pp. 187–206). Bloomsbury.

Pawlak, M. & Szyszka, M. (2018). Researching pronunciation learning strategies: An overview and a critical look. Studies in Second Language Learning and Teaching, 8(2), 293–323. https://doi.org/10.14746/ssllt.2018.8.2.6 DOI: https://doi.org/10.14746/ssllt.2018.8.2.6

Pintrich, P. (2000). The role of goal-orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, M. Zeidner, (Eds.). Handbook of self-regulation, research, and application (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3 DOI: https://doi.org/10.1016/B978-012109890-2/50043-3

Pintrich, P. & De Groot, E. V. (2000). Motivational and self-regulated learning component of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037//0022-0663.82.1.33 DOI: https://doi.org/10.1037//0022-0663.82.1.33

Plonsky, L., & Ghanbar, H. (2018). Multiple regression in L2 research: A methodological synthesis and guide to interpreting R2 values. The Modern Language Journal, 102(4), 713–731. https://doi.org/10.1111/modl.12509 DOI: https://doi.org/10.1111/modl.12509

Richter, K. (2019). English-medium instruction and pronunciation exposure and skill development. Multilingual Matters. https://doi.org/10.2307/jj.22730645 DOI: https://doi.org/10.2307/jj.22730645

Rose, H., Briggs, J.G., Sergio, L., & Ivanova-Slavianskaia, N. (2017). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151–163. https://doi.org/10.1016/j.system.2017.12.002 DOI: https://doi.org/10.1016/j.system.2017.12.002

Saito, K., Dewaele, J. D., Abe, M. & In’nami, Y. (2018). Motivation, emotion, learning experience and second language comprehensibility development in classroom settings: A cross-sectional and longitudinal study. Language Learning, 68(3), 709–743. https://doi.org/10.1111/lang.12297 DOI: https://doi.org/10.1111/lang.12297

Saito, K., Dewaele, J. D., & Hanzawa, K. (2017). A longitudinal investigation of the relationship between motivation and late second language speech. Language and Speech, 60(4), 614–632. https://doi.org/10.1177/0023830916687793 DOI: https://doi.org/10.1177/0023830916687793

Sardegna, V., Lee, J. & Kusey, C. (2017). Self-Efficacy, attitudes and strategies for English pronunciation learning. Language Learning, 68(1), 83–114. https://doi.org/10.1111/lang.12263 DOI: https://doi.org/10.1111/lang.12263

Segalowicz, N., Gatbonton, E. & Trofimovich, P. (2009). Links between ethnolinguistic affiliation and second language fluency: Are they mediated by psychometric variables? In Z. Dörnyei & E. Ushioda (Eds.). Motivation, language identity, and the L2 self (pp. 9–42). Multilingual Matters. https://doi.org/10.21832/9781847691293-010 DOI: https://doi.org/10.21832/9781847691293-010

Smit, U. (2002). The interaction of motivation and achievement in advanced EFL pronunciation learners. International Review of Applied Linguistics in Language Teaching, 40, 89–116. https://doi.org/10.1515/iral.2002.009 DOI: https://doi.org/10.1515/iral.2002.009

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 DOI: https://doi.org/10.1007/978-3-319-50642-5

Szyszka, M. (2023). Intelligibility and situated pronunciation learning strategies. In V. G. Sardegna & A. Jarosz (Eds.). English Pronunciation Teaching: Theory, Practice and Research Findings (pp. 98–114). Multilingual Matters. https://doi.org/10.2307/jj.22679732.14 DOI: https://doi.org/10.2307/jj.22679732.14

Tanaka, M. (2017). Examining EFL vocabulary learning motivation in a demotivating learning environment. System, 65, 130–138. https://doi.org/10.1016/j.system.2017.01.010 DOI: https://doi.org/10.1016/j.system.2017.01.010

Teng, L. S., & Zhang, L. J. (2016). A questionnaire-based validation of multidimensional models of self-regulated learning strategies. The Modern Language Journal, 100(3), 674–701. https://doi.org/10.1111/modl.12339 DOI: https://doi.org/10.1111/modl.12339

Teng, L. S. & Zhang, L. J. (2018). Effects of motivational regulation strategies on writing performance: a mediation model of self-regulated learning of writing in English as a second/ foreign language. Metacognition and Learning, 13(2), 213–240. https://doi.org/10.1007/s11409-017-9171-4 DOI: https://doi.org/10.1007/s11409-017-9171-4

Tseng, W-T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357–400. https://doi.org/10.1111/j.1467-9922.2008.00444.x DOI: https://doi.org/10.1111/j.1467-9922.2008.00444.x

Véliz-Campos, M. (2015). Pronunciation learning strategy use, aptitude and their relationship with pronunciation performance of pre-service English language teachers in Chile. Unpublished EdD thesis, University of Exeter.

Zhang, Y., Lin, C., Zhang, D. & Choi, Y. (2017). Motivation, strategy, and English as a foreign language vocabulary learning: A structural equation modelling study. British Journal of Educational Psychology, 85, 57–74. https://doi.org/10.1111/bjep.12135 DOI: https://doi.org/10.1111/bjep.12135

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45, 166–183. https://doi.org/10.3102/0002831207312909 DOI: https://doi.org/10.3102/0002831207312909