Abstract
The paper presents outcomes of studies examining the influence of some cognitive and affective individual learner differences (ILDs) on FL pronunciation acquisition and learning. The first part of the paper reports on early and more contemporary observations made by different researchers (i.e. Purcell 1980; Gonet 2006; Pastuszek-Lipińska 2007). The later fragments are devoted to describing a few experiments carried out in this area by myself. The learner variables whose predictive strength in reference to accuracy in FL pronunciation I examined are the following: sensory modality preference, the extent of Field Independence (FI), attributional style, self-concept, belief in the ability to control some factors affecting success in FL pronunciation learning. Finally, profiles of excellent, very good and very poor learners of English phonetics are provided. Results of these observations encourage us to conclude that FI, auditory preference, and musical talent are significant predictors of a high level in FL pronunciation. Individuals luckily ‘programmed’ with such ILDs outperform other post-puberty FL users particularly in acquisitional contexts, i.e. when no explicit help is provided. However, it turns out that formal multisensory instruction, systematic practice and phonetic competence allow also learners lacking these innate predisposition to reach equally high levels of FL pronunciation. It must be clarified, though, that this is more probable when learners reveal high motivation (preferably ‘aesthetic’), believe in the ability to take control over their progress in learning, and perceive their level and abilities as realistically as possible.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Alexander, J.A., P.C.M. Wong, and A.R. Bradlow. 2005. Lexical tone perception in musicians and non-musicians. Proceedings of the Interspeech 2005–Eurospeech, 9th European Conference on Speech Communication and Technology. Lisbon, Portugal.
Baran, M. 2000. Cognitive style as a predictor of success in FL pronunciation learning. In ed. B. Rozwadowska, 1–12.
Baran, M. 2003. Field independence as a predictor of success in foreign language pronunciation acquisition and learning. Unpublished doctoral dissertation, University of Wrocław, Wrocław.
Baran, M. 2004. Field independence as a predictor of success in FL pronunciation acquisition and learning. In eds. W. Sobkowiak, and E. Waniek-Klimczak, 11–19.
Baran, M. 2006. Wiedza fonetyczna a postęp w wymowie języka obcego. Zależność/niezależność od pola danych jako zmienna modyfikująca. [Phonetic knowledge and progress in foreign language pronunciation. Field-dependence/independence as an intervening variable]. In eds E. Waniek-Kilmczak, and W. Sobkowiak, 23–37.
Baran-Łucarz, M. 2007. Profiles of excellent, very good, and very poor foreign language pronunciation learners. In ed. M. Wrembel, 5–10.
Baran-Łucarz, M. 2008. Teoria Atrybucji w odniesieniu do uczenia się wymowy języka obcego. [Attribution Theory and learning foreign language pronunciation]. In eds. A. Michońska-Stadnik, and Z. Wąsik, 13–25.
Bukowski, D. 2003. Multisensory modes of teaching and learning phonetics—a few practical suggestions. In eds. E. Waniek Klimczak, and W. Sobkowiak, 11–30.
Davis, E., and H. Nur. 1994. Helping teachers and students understand learning styles. English Teaching Forum 32: 12–19.
Dodane, C. 2000. l’apprentissage precoce d’une langue etrangere:une silution pour la maitrise de l’intonation et de la prnunciation? In ed. Guimbretire, 229–248.
Elliott, A.R. 1995a. Field independence/dependence, hemispheric specialization, and attitude in relation to pronunciation accuracy in Spanish as a foreign language. Modern Language Journal 79: 357–371.
Elliott, A.R. 1995b. Foreign language phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. Modern Language Journal 79: 530–542.
Gonet, W. 2006. Success in the acquisition of English phonetics by Poles (a pilot study). In eds. W. Sobkowiak, and E. Waniek Klimczak, 70–88.
Leather, J., and A. James, 1991. The acquisition of second language speech. Studies in Second Language Acquisition 13: 305–341.
Michońska-Stadnik, A., and Z. Wąsik, eds. 2008. Nowe spojrzenia na motywację w dydaktyce języków obcych. [New perspectives on motivation in foreign language pedagogy]. Wrocław: Philological School of Higher Education Press.
Münte, T.F., E. Altenmüller, and L. Jancke. 2002. The musician’s brain as a model of of neuroplaticity. Nature Reviews. Neuroscience 3: 473–478.
Nebelkopf, E.B., and A.S. Dreyer. 1973. Continuous-discontinuous concept attainment as a function of individual differences in cognitive style. Perceptual and Motor Skills 36: 655–662.
Nosal, C.S. 1990. Psychologiczne modele umysłu [Psychological models of the mind]. Warszawa: Państwowe Wydawnictwo Naukowe.
Pastuszek-Lipińska, B. 2007. Does music education affect second language acquisition? Implications for pronunciation pedagogy. In ed. M. Wrembel, 11–13.
Purcell, E., and R. Suter. 1980. Predictors of pronunciation accuracy: A reexamination. Language Learning 30: 271–287.
Rozwadowska, B., ed. 2000. PASE papers in language studies: The proceedings of the 8th Annual Conference of the Polish Association for the Study of English. Aksel s.c, Wrocław.
Sobkowiak, W., and E. Waniek-Klimczak, eds. 2004. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej w Koninie 1/2004 (4). Materiały z konferencji “Dydaktyka fonetyki języka obcego w Polsce”, Mikorzyn k. Konina 10–12 maja 2004. Wydawnictwo PWSZ w Koninie, Konin.
Sobkowiak, W., and E. Waniek Klimczak, eds. 2006. Dydaktyka fonetyki języka obcego w Polsce. [Pedagogy of foreign language pronunciation in Poland]. PWSZ w Koninie, Konin.
Suter, R.W. 1976. Predictors of pronunciation accuracy in second language learning. Language Learning 26: 233–253.
Waniek Klimczak, E., and W. Sobkowiak, eds. 2003. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej w Płocku. Neofilologia, tom V, Dydaktyka Fonetyki Języka Obcego. Wydawnictwo PWSZ w Płocku, Płock.
Waniek-Kilmczak, E., and W. Sobkowiak, eds. 2006. Zeszyty Naukowe Państwowej Wyższej Szkoły Zawodowej w Płocku. Neofilologia, tom VIII, Dydaktyka Fonetyki Języka Obcego. Wydawnictwo PWSZ w Płocku, Płock.
Weiner, B. 1986. An attributional theory of motivation and emotion. New York: Springer-Verlag.
Williams, M., and R.L. Burden. 1997. Psychology for language teachers. Cambridge: Cambridge University Press.
Witkin, H.A., P.K. Oltman, E. Raskin, and S.A. Karp. 1971. A manual for the embedded figures test. Palo Alto, CA: Consulting Psychologists Press, Inc.
Witkin, H.A., C.A. Moore, D.R. Goodenough, and P.W. Cox. 1977. Field-dependent and field-independent cognitive styles and their educational implications. Review of Educational Research 47: 1–64.
Wrembel, M. 2007a. In search of cross-modal reinforcements in the acquisition of L2 practical phonetics. In ed. Wrembel, 39–43.
Wrembel, M., ed. 2007b. IATEFL Pronunciation special interest Group speak out! A special issue ‘From Poland with Phon’ (38), December 2007.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Baran-Łucarz, M. (2012). Individual Learner Differences and Accuracy in Foreign Language Pronunciation. In: Pawlak, M. (eds) New Perspectives on Individual Differences in Language Learning and Teaching. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20850-8_18
Download citation
DOI: https://doi.org/10.1007/978-3-642-20850-8_18
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-20849-2
Online ISBN: 978-3-642-20850-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)