Pronunciation Learning Strategies and Language Anxiety, Softcover reprint of the original 1st ed. 2017
In Search of an Interplay
Second Language Learning and Teaching Series

This book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA). The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay between PLS and LA, in which both quantitative and qualitative data were collected. Based on the findings, the author proposes two profiles of anxious and non-anxious EFL trainee teachers who support their pronunciation learning with an array of pronunciation learning strategies and tactics.

Offers a unique approach to researching pronunciation learning strategies

Discusses the interplay of two L2-learner characteristics/individual differences (pronunciation learning strategies and language anxiety) that affect the processes of foreign language acquisition

Provides important guidelines for foreign-language scholars, teachers and learners interested in pronunciation teaching/learning