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- W8918215 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." @default.
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- W8918215 date "2012-01-01" @default.
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- W8918215 title "Individual Learner Differences and Accuracy in Foreign Language Pronunciation" @default.
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- W8918215 doi "https://doi.org/10.1007/978-3-642-20850-8_18" @default.
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