Exploring the Relationship between the Use of Pronunciation Learning Strategies and Pronunciation Accuracy at the Segmental Level

Abstract

Research into language learning strategies has offered conclusive results about the role of strategy use in achieving success in second language acquisition. However, little is known about the role of strategy use in relation to pronunciation ability in general and pronunciation accuracy in particular. Based on this consideration, this study aims to shed light on the use of pronunciation learning strategies and its relationship with pronunciation accuracy at the segmental level. To meet this objective, a pronunciation learning strategy questionnaire and a pronunciation elicitation task were adopted and implemented with 28 first year EFL learners at Mohammed Seddik Ben Yahia University. Following a quantitative approach to data collection and analysis , it is hypothesized that there is a relationship between the overall use of pronunciation learning strategies and pronunciation accuracy at the segmental level; more precisely, the use of pronunciation learning strategies is more frequent with the students with higher accuracy levels .The findings of this study show that first year EFL learners employ pronunciation learning strategies at a medium level of use, with a preference towards the use of affective and cognitive strategies. Besides, the findings show that while memory and compensation strategies were more frequently used by students with lower levels of accuracy, the affective strategies were more frequently applied by students with higher levels of accuracy. However, no relationship was found between the overall use of pronunciation learning strategies and pronunciation accuracy. It can be concluded, then, that the affective side of learning has a vital role in successful pronunciation attainment