Thai EFL Learners’ Self-perceived Pronunciation Competence and their Instructor-rated Performance

Main Article Content

Poonsak Buangam
Saowanee T. Alexander
Duangdao Phannikul

Abstract

This paper reports on case study examining relationships between English-as-a-Foreign-Language (EFL) students’ self-perceived pronunciation ability and their performance in an advanced pronunciation course at a Northeastern university in Thailand. The participants were 10 students randomly selected from a pool of 29 students enrolled in the course. The data came from classroom observations, students’ interviews and instructor’s interviews. The findings show that self-perception plays an important role in their pronunciation learning. In some cases, it was related to sociolinguistic factors, especially anxiety. The informants’
personality was another important factor related to their language learning behavior and learning outcome.

Downloads

Download data is not yet available.

Article Details

How to Cite
Buangam, P., Alexander, S. T., & Phannikul, D. (2018). Thai EFL Learners’ Self-perceived Pronunciation Competence and their Instructor-rated Performance. EFLections, 25(2), 149-162. etrieved from https://so05.tci-thaijo.org/index.php/reflections/article/view/166173
Section
Research articles

References

Allport, G. W. (1937). Personality: A psychological interpretation. New York, NY: Holt.
Bergil, A. S. (2016). The influence of willingness to communicate on overall speaking skills among EFL learners. Retrieved from: https://www.sciencedirect.com/science/article/pii/S1877042816312757.
Bernat, E. & Lloyd, R. (2007). Exploring the gender effect on EFL learners’ beliefs about language learning. Australian Journal of Educational & Developmental Psychology, 7, 79-91
Burgoon, J.K. (1976). The unwillingness to communicate scale: Development and validation. Communication Monographs, 43, 60–69.
Carrio-Pastor, M. L. and Mestre, E. M (2013). Lexical errors in second language scientific writing: Some conceptual implications, IJES, 14(1), 97-108.
Clément, R., Dornyei, Z., & Noels, K.A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Clément, R. (1987). Second language proficiency and acculturation: an investigation of the effects of language status and individual characteristics. Retrieved from: https://www.researchgate.net/profile/Richard_ Clement2/publication/216308841_Second_Language_Proficiency_and_Acculturation_An_Investigation_of _the_Effects_of_Language_Status_and_Individual_Characteristics/links/55800da108aeea18b77a85f3.pdf
Cohen, Y., & Norst, M. J. (1989). Fear, dependence and loss of self-esteem: affective barriers in second language learning among adults. Retrieved from: https://journals.sagepub.com/doi/pdf/10.1177/003368828902000206.
Ehrman, M. & Oxford, R. (1990). Adult Language Learning Styles and Strategies in an Intensive Training Setting. The Modern Language Journal, 74(3) 311-327.
Ellis, R. (1994). The study of second language acquisition. Oxford, England: Oxford University Press.
Eysenck, S. B. G. & Chan, J. (1982). A comparative study of personality in adults and children: Hong Kong vs England. Personality and Individual Differences, 3(2), 153-160.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, England: Edward Arnold.
Kanjanasorn, W. (2015). Naksuksa Khru Palasuksa Thai: Taksa Karn rianru Nai Satawat Thi Yisip Ed [Thai physical education students: 21st century learning skills]. Journal of Education Graduate Studies Research, 9, 1-12.
MacIntyre, P. D. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11, 135-142.
MacIntyre, P. D., Baker, S. C., Clement, R., & Conrod, S. (2001). Willingness to Communicate, Social Support, and Language learning orientations of immersion students. Studies in Second Language Acquisition, 23, 369-388.
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of Second Language Communication. Journal of Language and Social Psychology, 15, 3-26.
MacIntyre. P. D. & Thivierge K. A. (1995). The effects of speaker personality on anticipated reactions to public speaking. Communication Research Report, 12(2), 125-133.
Masgoret, A.-M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(Suppl1), 167-210.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Retrieved from: https://www.researchgate.net/profile/Rebecca_Oxford/publication/230233960_ Variables_Affecting_Choice_of_Language_Learning_Strategies_by_University_Students/links/56c852c808ae1106370756b4/Variables-Affecting-Choice-of-
Language-Learning-Strategies-by-University-Students.pdf.
Spolsky B. (1989). Conditions for second language learning. Oxford, England: Oxford University Press.
Tanaka, K., & Ellis, R. (2003). Study-abroad, language proficiency, and learner beliefs about language learning. JALT Journal, 25(1), 63–85.
Saville-Troike, M. (2012). Introducing second language acquisition (2nd ed.). Cambridge, England: MIT Press.
Young, D. (1986). The relationship between anxiety and foreign language oral proficiency ratings. Foreign Language Annals, 19(3), 439-445.
Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119-152.