Listening to learners’ voices
Qualitative aspects of pronunciation learning during study abroad
This article investigates learners’ perceptions on pronunciation learning in study-abroad contexts from a qualitative perspective. While previous research focused mainly on quantitative measurements of pronunciation gains with mixed results, this study takes a more learner-centered approach and examines the impact of socio-psychological factors on learning foreign pronunciation, which appears to be a highly individual and at times conflict-prone process with which sojourners are confronted. The study draws on the cases of five Canadian students who studied abroad at German universities for one or two semesters. The data collection involved a learning history questionnaire; semi-structured interviews pre-, mid-, and post-sojourn; and bi-weekly e-journals. The data was analyzed and interpreted within the framework of narrative analysis. The results show how sojourners’ beliefs about the importance of pronunciation, community participation, identity-related challenges, and obstacles to pronunciation learning influence and help explain individually different learning behaviors and results.
Keywords: qualitative approach, learner beliefs, narrative analysis, study abroad, pronunciation learning, socio-psychological learning factors
Published online: 31 March 2016
Cited by 3 other publications
Hansen Edwards, Jette, Ka Long Roy Chan, Toni Lam & Qian Wang
Isabelli-García, Christina, Jennifer Bown, John L. Plews & Dan P. Dewey
Tsunemoto, Aki, Pavel Trofimovich & Sara Kennedy
This list is based on CrossRef data as of 25 may 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
Firth, A., & Wagner, J.
Flick, U., von Kardorff, E., & Steinke, I.
Furman, N., Goldberg, D., & Lusin, N.
Gatbonton, E., Trofimovich, P., & Magid, M.
Geeslin, K.L., & Gudmestad, A.
Hansen Edwards, J.G.
Hansen Edwards, J.G., & Zampini, M.L.
Institute of International Education
Kennedy, S., Blanchet, J., & Trofimovich, P.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T.
Martinsen, R.A., Alvord, S.M., & Tanner, J.
Müller, M., & Schmenk, B.
in press). Narrating the sound of self: The role of pronunciation in learners’ self-constructions in study-abroad contexts. International Journal of Applied Linguistics.
Muñoz, C., & Llanes, A.
(2003) Longitudinal development of second language German vowels. Unpublished doctoral dissertation. University of Wisconsin, Madison.
(2004) Student perceptions of language learning in two contexts: At home and study abroad. Unpublished doctoral dissertation. University of Pittsburgh.
2015). Intercultural identity-alignment in second language study abroad, or the more-or-less Canadians. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.) Social interaction, identity and language learning during residence abroad EUROSLA monograph series 4
Shoaib, A., & Dörnyei, Z.