ABSTRACT |
This study, part of a larger project
examining the appraisal of pronunciation learning strategies on advanced
university students, aims to identify which pronunciation learning
strategies (henceforward PLS) 30 students from the University of
Santiago de Compostela prefer to employ. We will clarify the labels
pronunciation learning strategies and language learning autonomy laying
especial emphasis on their surface connection. The PLS found are
categorised according to Oxford (1990) taking into account her main
types and how often our subjects resort to these strategic methods. We
have mainly focused on the division of PLS into direct and indirect
types with its sub-divisions and its implication for autonomy rather
than on presenting a whole category of different types of PLS within
each type, which is part of another discussion. Besides, learning
strategies prove to be intimately blended to autonomy in language
learning to make it an efficient process. Indeed, we found that PLS
facilitate the learning trajectory of these informants (they know how to
go about certain tasks, they remember pronouncing issues much more
easily…) However, our participants barely rely on metacognitive
strategies, out very outstanding feature in autonomous learners. These
results will lead us to draw some pedagogical conclusions about the
implications of this direct relation.
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