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A Comparative Study on the Use of Pronunciation Learning Strategies | ||
| Journal of English Language Teaching and Learning | ||
| دوره 15، شماره 31، مهر 2023، صفحه 215-231 اصل مقاله (1.24 M) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2023.55893.2528 | ||
| نویسندگان | ||
| Amirreza Vakilifard* ؛ Mahmood Atashgaran | ||
| Department of Persian Language Education, Imam Khomeini International University, Iran. | ||
| چکیده | ||
| Pronunciation is one of the sub-skills which has significant effect on improving the communication competency and linguistic performance. Moreover, Pronunciation is one of the most difficult parts of teaching a foreign language to adults. It seems that the sub-skill of pronunciation is not taught in the form of a well-rounded program in communicative approaches and interactive conversations in Persian language classes, and that learners pronounce Persian under the influence of the phonemes of their mother tongue. This study is an attempt to provide an answer for the question of what strategies foreign learners use in their learning process by examining pronunciation learning strategies. The current research is the application and collection of research data using the field research approach and the descriptive method is used for the data analysis. The research instrument in data collection is a questionnaire composed of 43 items, each question containing a pronunciation strategy. After verifying validity and reliability, it was randomly distributed among foreign Persian learners. Based on the findings, they make significant use of cognitive, social, metacognitive and compensatory strategies. Commonly, mother tongue does not have a significant effect on the use of these strategies, but Chinese speakers use the group of cognitive strategies significantly more than Arabic speakers do. | ||
| کلیدواژهها | ||
| language؛ pronunciation؛ learning؛ strategy؛ Persian؛ learner؛ eligible pronunciation؛ teaching؛ Chinese speaking learner؛ Arabic-speaking learners | ||
| مراجع | ||
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