Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English
This study seeks to uncover the psychosocial mechanisms used by pre-service teachers of English with the purpose of developing an L2 phonological system, within a framework of language learning strategies (LLSs) The study makes use of a case study methodology and collects information through a semi-...
Guardado en:
| Autor principal: | |
|---|---|
| Lenguaje: | English |
| Publicado: |
Universidad Católica Silva Henríquez
2012
|
| Materias: | |
| Acceso en línea: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0716-58112012000100010 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | This study seeks to uncover the psychosocial mechanisms used by pre-service teachers of English with the purpose of developing an L2 phonological system, within a framework of language learning strategies (LLSs) The study makes use of a case study methodology and collects information through a semi-structured interview, whose results are interpreted in light of Oxford's (1990) taxonomy. The results corroborate to some extent findings made in previous studies, amongst which are: (i) ample use of indirect strategies, amongst which metacognitive, planning and monitoring stand out; (ii) greater potential of metacognitive strategies when accompanied by use of direct strategies such as mental images, applying images and sounds, practising, analysing/reasoning, and paying attention; and (iii) the mobilisation power of motivation in connection with a strategy repertoire. |
|---|