Abstract
This chapter presents a detailed description of the empirical research, the general objective of which was to investigate the interplay between levels of language anxiety (LA) and pronunciation learning strategy (PLS) use in a group of EFL trainee teachers in Poland.
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Notes
- 1.
Personal communication, September 20th, 2011.
- 2.
All translations of the participants’ transcripts and diary entries are mine.
- 3.
The participants’ mistakes in the original scripts of their phonetic diaries were not edited unless they obscured the meaning.
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Szyszka, M. (2017). Research on the Interplay Between Language Anxiety and Pronunciation Learning Strategies. In: Pronunciation Learning Strategies and Language Anxiety. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-50642-5_5
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DOI: https://doi.org/10.1007/978-3-319-50642-5_5
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Publisher Name: Springer, Cham
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Online ISBN: 978-3-319-50642-5
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