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• W2477461269 abstract "This research study is mainly intended to present a research project concerning the experience of participants implementing pronunciation learning strategies as a means to enhance and promote metacognitive processes on pronunciation courses in a Language Teaching program. Authors such Celce-Murcia, Brinton, & Goodwin, (2010) argue that the fact of exposing the learners to the appropriate strategies facilitate the development and achievement of academic goals. Hence, the main purpose of this study was to incorporate certain strategies that allow language learners or teachers-to-be to monitor their L2 pronunciation learning. Considering this, pre-service teachers were instructed on the use and application of four learning pronunciation strategies (LPS) which in Pawlak's (2010) view are defined as deliberate actions and thoughts that are consciously employed, often in logical sequence, for learning and gaining greater control over the use of various aspects of pronunciation. The aforementioned strategies were: Critical listening, transcription, annotations and rehearsing corrections aloud. CSGs were also embedded as part of the course considering that Collaborative learning has been deemed as an effective strategy for the construction of knowledge. The present research was carried out at a Language Teaching Program and the participants involved were 40 students that were part of 10 CSGs, they belonged to the courses of Pronunciation II. The methods implemented for collecting data were interviews, researchers' journals, and reflective logs. Results confirm that the inclusion of collaborative learning tasks encourage students to express their opinions, discuss and negotiate ideas with others (Johnson & Johnson, 1989). Data also confirmed the effectiveness of CSGs inasmuch as less competent learners benefit from more skillful peers (Vygostky, 1978). Besides, data reveal that phonological awareness was enhanced and monitoring strategies were adopted throughout the application of the LPS. On the other hand, pedagogical abilities were strengthened in the process and, finally, other language skills were promoted through the experience." @default.
• W2477461269 created "2016-08-23" @default.
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• W2477461269 date "2014-01-01" @default.
• W2477461269 modified "2023-09-24" @default.
• W2477461269 title "Scaffolding students' phonological competence through the integration of pronunciation learning strategies" @default.
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