Pronunciation Learning Strategies and Language Anxiety

In Search of an Interplay

  • Magdalena¬†Szyszka

Part of the Second Language Learning and Teaching book series (SLLT)

About this book


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.


Foreign/Second Language Learning Xenoglossophobia Pronunciation Teaching Language Learning Strategies Individual Differences Foreign/Second Language Teaching Language Stress

Authors and affiliations

  • Magdalena¬†Szyszka
    • 1
  1. 1.Opole UniversityOpolePoland

Bibliographic information

  • DOI
  • Copyright Information Springer International Publishing AG 2017
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-319-50641-8
  • Online ISBN 978-3-319-50642-5
  • Series Print ISSN 2193-7648
  • Series Online ISSN 2193-7656
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