UTILIZING PRONUNCIATION LEARNING STRATEGIES DURING SHADOWING PRACTICE: A TASK-ORIENTED APPROACH
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Keywords: pronunciation learning strategy, shadowing, pronunciation learning, task-based language teaching.##article.abstract##
Abstract: Research on pronunciation learning strategies (PLSs) has gained attention in recent years but still lags behind studies on other language learning strategies (LLSs). Despite its importance, systematic pronunciation practice often receives little classroom attention, leaving students responsible for improving their own pronunciation skills (Pawlak & Szyszka, 2018). While various strategies can help with overall improvement, it's essential to examine PLSs in relation to specific tasks (Pawlak & Szyszka, 2018; Szyszka, 2021). This study contributes to PLS research by analyzing strategies used during shadowing, a technique known to enhance L2 listening, speaking, and pronunciation. The research involved 43 second-year English majors from a Hungarian university who practiced shadowing for two weeks and kept diaries reflecting on their experiences and challenges. A qualitative analysis of their reflections revealed that tackling shadowing challenges led students to use various cognitive and metacognitive strategies for overcoming difficulties and improving performance. The findings suggest shadowing not only aids independent pronunciation improvement but also offers insights into students' use of advanced PLSs.
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