An investigation of adult EFL learners' foreign language pronunciation anxiety and reconceptualized L2 motivational self system regarding English pronunciation in the context of a higher education institution in Turkey

Abstract

In this study, foreign language pronunciation anxiety of English learners was examined within the scope of Reconceptualized L2 Motivational Self System. This non-experimental, cross-sectional quantitative study was conducted with 596 participants at the school of foreign languages of a state university in Turkey. A questionnaire was distributed online to collect data. The items of the questionnaire were adopted and adapted from Kralova, Skorvagova, Tirpakova, and Markechova (2017), Peker (2016), and Baran-Lucarz (2016). In order to analyze the data, descriptive and inferential statistics were run. The results indicated that foreign language pronunciation anxiety was a determinant of future L2 pronunciation selves. Moreover, feared L2 pronunciation self negatively correlated with ideal L2 pronunciation self, whereas it correlated positively with ought-to L2 pronunciation self. Finally, foreign language pronunciation anxiety was higher in female learners, less proficient learners, learners who had never been abroad and learners who had been learning English for a shorter period of time.