The interaction of motivation and achievement in advanced EFL pronunciation learners  

Oleh:

Smit, Ute

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: IRAL: International Review of Applied Linguistics in Language Teaching vol. 40 no. 2 (2002), page 89-116.
Fulltext: 40_02_Smit.pdf (126.83KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/IRA/40 Non-tandon: tidak ada Tandon: 1

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Isi artikel

Building on the motivation in language learning discussion of recent years (e.g., Gardner 1985; Dornyei 1994; Gardner et al. 1997), long-term empirical research investigating motivation in pronunciation learning has been undertaken at the English Department, Vienna University (e.g., Dalton et al. 1997; Smit and Dalton 1997, 2000). In its final stage, the focus has turned to the interaction of the variously attested motivational factors and achievement in advanced EFL pronunciation learning. This article first provides a description of the motivation test administered to 141 respondents in 1997/98, and the kinds of motivational factors those students of English have revealed. Then the factors are investigated with regard to their interaction with the students' achievements in the obligatory pronunciation module. The results show that learning success is related to the module-independent factors of students' level of proficiency before the module and their individual readiness to work on and change their pronunciation.

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