The Interface between Pronunciation Learning Strategies (PLS) and Pronunciation Achievement

One of the main challenges of learning English in a foreign language setting is mastering its pronunciation. Among different factors which could have their contribution to developing pronunciation such as age, background language, instructional program, and motivation, one can also refer to learning strategies. In fact, different learners may try a variety of strategies to develop better pronunciation skills. However, the extent to which EFL learners succeed could be connected to the type of pronunciation strategies and frequency with which they are used. Therefore, the purpose of this research project was to find out how different learners apply such strategies and use them at two levels of pronunciation achievement. To answer these questions, the researcher investigated the learners’ pronunciation strategies under O’malley and Chamot’s (1990) three-tier classification of learning strategies, namely cognitive, metacognitive and socio-affective strategies. The participants were 100 EFL learners majoring in English translation at Payame-Noor University. The data collection tools, developed by the researcher, were a test of pronunciation and a Likert-scaled questionnaire. Multiple regression, Beta, ANOVA and descriptive statistics were used to analyze the data. The findings indicated a slight relationship between achievement level and the number and types of strategies deployed by the learners. Moreover, among the three subcategories of PLS, meta-cognitive strategies contributed to this correlation more than the other two sub-categories. Implications were proposed for teaching and developing pronunciation.