Explicit instruction of pronunciation learning strategies and word-stress rules: Examining learners' reflections from diary entries

Journal
Palimsest/ Палимсест
Date Issued
2023-12-28
Author(s)
Kirkova-Naskova, Anastazija and Duckinoska-Mihajlovska, Ivana
DOI
https://doi.org/10.46763/PALIM23816187kn
Abstract
Abstract: Pronunciation learning strategies (PLSs) have attracted researchers’
attention with their potential for achieving pronunciation improvement (e.g., Pawlak &
Szyszka, 2018). Studies aimed to identify suitable PLSs for learners (Peterson, 2000) and
to explore strategy use with different pronunciation features among learners with different
L1s (Sardegna, 2022).
The present study focuses on investigating types of strategies used for accurate
word stress placement. Twenty Macedonian EFL learners were part of a larger experiment
that tested the effectiveness of explicit instruction on four orthographic word-stress
rules. During a four week-period, the participants were taught how to identify stress in
polysyllabic words, received instruction on PLSs for practice based on Dickerson’s Covert
Rehearsal Model (CRM) (Dickerson, 2013), and kept a diary where they recorded their
strategy use. The qualitative analysis of the results reveals that most of the participants use
prediction and production strategies and turn to online resources and speech models for
monitoring their performance.
Subjects

pronunciation learnin...

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Kirkova-Naskova, Anastazija and Duckinoska-Mihajlovska, Ivana
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