2018 Fiscal Year Research-status Report
Developing Form-Focused Pronunciation Instruction towards Comprehensible Speech in L2 Learners: A Structural Equation Modelling Study
| Project/Area Number |
18K12482
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| Research Institution | Tsuruoka National College of Technology |
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Principal Investigator |
阿部 秀樹 鶴岡工業高等専門学校, その他部局等, 准教授 (20300527)
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| Project Period (FY) |
2018-04-01 – 2021-03-31
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| Keywords | L2 pronunciation / Motivation / Strategy |
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| Outline of Annual Research Achievements |
This study has challenged the significant possibility that unveils the mechanisms through which L2 learners regulate their motivation and learning strategies, drawing upon the theoretical framework of self-regulated learning (SRL) (Oxford, 2017) recently investigated in L2 vocabulary learning by Zhang, Y et al (2017). The research in FY 2018 successfully demonstrated that the greater the intentional behaviour, the more likely learners selected strategies to develop their pronunciation skills,with X²/68 = 1.12 (p > .23), GFI = .909, and RMSEA = .032 with a 90% confidence interval of 0.00 to 0.07).
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
This paper first made a research synthesis of the available studies in L2 Pronunciation Learning Strategies (L2PLS) with a special focus on language-learning strategies, motivation, and the joint influence of motivational factors and learning strategies on the achievement of L2 pronunciation. Then I designed an classroom experiment to probe the joint impact of different motivational factors and learning strategies on the L2 pronunciation of adolescent learners of EFL(n=103), deploying SEM in the analysis of the data collected in terms of two questionnaires and a pronunciation test. The results are presented in EPIP6, an international speech conference in Skipie.
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| Strategy for Future Research Activity |
Further examination of L2 pronunciation development could be necessary in the framework of SRL, in which “self-regulation of academic learning is a multidimensional construct, including cognitive, metacognitive, motivational, behavioral, and environmental process that learners can apply to enhance academic achievement” (DÖrnyei, 2005, p. 191). This line of inquiry might probe that pronunciation learning is a proactive process that includes both a person is motivated to learn L2 pronunciation and an active and complex use of cognitive and metacognitive pronunciation-learning strategies. This is investigated this academic year.
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