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Pronunciation learning strategies an...

Szyszka, Magdalena.

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Pronunciation learning strategies and language anxiety = in search of an interplay /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Pronunciation learning strategies and language anxiety/ by Magdalena Szyszka.
Reminder of title:	in search of an interplay /
Author:	Szyszka, Magdalena.
Published:	Cham :Springer International Publishing : : 2017.,
Description:	xiii, 224 p. :ill., digital ;24 cm.
[NT 15003449]:	Introduction -- Pedagogical and Psychological Background of Pronunciation Learning and Language Learning Strategies -- Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies -- A Review of Selected Empirical Research on Pronunciation Learning Strategies and Language Anxiety -- Research on the Interplay Between Pronunciation Learning Strategies and Language Anxiety -- Conclusions.
Contained By:	Springer eBooks
Subject:	Language and languages - Study and teaching -
Online resource:	http://dx.doi.org/10.1007/978-3-319-50642-5
ISBN:	9783319506425

Pronunciation learning strategies and language anxiety = in search of an interplay /
Szyszka, Magdalena.

Pronunciation learning strategies and language anxietyin search of an interplay /[electronic resource] :by Magdalena Szyszka. - Cham :Springer International Publishing :2017. - xiii, 224 p. :ill., digital ;24 cm. - Second language learning and teaching,2193-7648. - Second language learning and teaching..

Introduction -- Pedagogical and Psychological Background of Pronunciation Learning and Language Learning Strategies -- Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies -- A Review of Selected Empirical Research on Pronunciation Learning Strategies and Language Anxiety -- Research on the Interplay Between Pronunciation Learning Strategies and Language Anxiety -- Conclusions.

The book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA) The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay between PLS and LA, in which both quantitative and qualitative data were collected. Based on the findings, the author proposes two profiles of anxious and non-anxious EFL trainee teachers who support their pronunciation learning with an array of pronunciation learning strategies and tactics.

ISBN: 9783319506425

Standard No.: 10.1007/978-3-319-50642-5doiSubjects--Topical Terms:

534984
Language and languages
--Study and teaching

LC Class. No.: P53.7 / .S99 2017

Dewey Class. No.: 418.007

Pronunciation learning strategies and language anxiety = in search of an interplay /
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245 1 0 $a Pronunciation learning strategies and language anxiety $h [electronic resource] : $b in search of an interplay / $c by Magdalena Szyszka.
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490 1 $a Second language learning and teaching, $x 2193-7648
505 0 $a Introduction -- Pedagogical and Psychological Background of Pronunciation Learning and Language Learning Strategies -- Foreign Language Anxiety in the Context of Foreign Language Oral Performance, Language and Pronunciation Learning Strategies -- A Review of Selected Empirical Research on Pronunciation Learning Strategies and Language Anxiety -- Research on the Interplay Between Pronunciation Learning Strategies and Language Anxiety -- Conclusions.
520 $a The book presents theoretical considerations and the results of empirical research on pronunciation learning strategies (PLS) deployed by pre-service trainee teachers majoring in English as a foreign language who experienced different levels of language anxiety (LA) The theoretical part focuses on the concepts of pronunciation learning, pronunciation-learning strategies and language anxiety and includes an overview of recent empirical research dealing with various related issues. The empirical section of the book presents the findings of a research project that investigated the interplay between PLS and LA, in which both quantitative and qualitative data were collected. Based on the findings, the author proposes two profiles of anxious and non-anxious EFL trainee teachers who support their pronunciation learning with an array of pronunciation learning strategies and tactics.
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