Exploring First- and Second-Year University Students’ Attitudes towards English Pronunciation
Abstract
Pronunciation attitude surveys provide insight into learners’ beliefs about L2 pronunciation, yet few studies examine how these attitudes differ at successive stages of formal pronunciation training. This study compares the attitudes of first- and second-year English majors at the University of Łódź to explore whether exposure to a two-semester pronunciation course is associated with differences in students’ beliefs, self-assessment, and priorities. A total of 112 students completed a 23-item Likert-scale questionnaire addressing the role of pronunciation in language learning, accent preferences, nativeness versus intelligibility, identity, motivation, and self-evaluation. While most attitudes remained stable, significant differences appeared in students’ prioritisation of pronunciation relative to grammar and vocabulary, and in their pronunciation self-assessment. Second-year students also expressed more decisive opinions and a stronger orientation towards the British pronunciation model used in their training. The findings suggest that pronunciation instruction may not radically change core beliefs but can influence how confidently and realistically learners evaluate their own pronunciation.
Keywords:
EFL, L2 pronunciation, learner attitudes, English majors, self-assessmentReferences
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