A closer look at pronunciation learning strategies, L2 pronunciation proficiency and secondary variables influencing pronunciation ability

It is becoming increasingly difficult to ignore the influence of the use of learning strategies on second language proficiency. So far, however, there has been little discussion about the relationship between second language pronunciation proficiency and pronunciation learning strategy use. In addition, no research has been found that surveyed the relationship between pronunciation ability and the particular pronunciation learning strategy use. The main objectives of this study were to a) give a detailed picture of the pronunciation learning strategy use of Turkish university students learning English; b) examine the relationship between pronunciation learning strategy use and pronunciation ability; c) look for patterns of variation in the use of each strategy by pronunciation proficiency level; d) investigate the relationship between pronunciation ability and several variables, including self-perception of pronunciation ability, perceived importance of pronunciation, gender, out-of-class exposure to English, length of English study and age at beginning of English study; and e) examine how some of these variables (self-perception of pronunciation ability, perceived importance of pronunciation, gender and out-of-class exposure to English) may relate to pronunciation learning strategy use. The study gathered data from 40 students of the English Language and Literature Department at Dumlupınar University (DPU) in Kütahya, Turkey. The data concerning pronunciation learning strategy use were collected through a Strategy Inventory for Learning Pronunciation (SILP). Learners’ pronunciation abilities were assessed via two pronunciation elicitation tasks, read-alouds and extemporaneous conversations. The data collected were analyzed using descriptive and inferential statistics, one-way analyses of variances (ANOVAs), Pearson chi-square tests and independent samples t-tests. Statistical analyses of the quantitative data revealed that there was no significant relationship between pronunciation learning strategy use and pronunciation ability. The analyses at the individual strategy item level showed that only three of the 52 SILP items varied significantly or near-significantly by pronunciation proficiency level. The remaining 49 items of non-significant variation were categorized according to the mean frequency of use on a three-point scale to show their relative popularity in spite of their having no effect in distinguishing proficient pronouncers from less-proficient ones (bedrock strategies). While no relationship was observed between pronunciation ability and four of the secondary variables, two remaining variables, length of English study and age at beginning of English study, varied significantly among the pronunciation ability groups. In investigating the relationship between pronunciation learning strategy use and some of the secondary variables (self-perception of pronunciation ability, perceived importance of pronunciation, gender and out-of-class exposure to English), it was seen that strategy use varied significantly only by gender. This study suggested the use of all strategy items of either significant or nonsignificant variation, or that are used popularly by high proficiency learners, based on the rationale that some strategies may contribute to more proficient pronounciation even though they are ineffective in improving the pronunciation abilities of less-proficient ones. Further, the use of all types of pronunciation learning strategies in concert with one another may increase their effectiveness upon learners’ second language pronunciation ability.