LAMP Revalidated: Iranian English-major Learners’ Attitudes and Motivations Regarding Teaching and Learning English Pronunciation

Subject Areas : Research in English Language Pedagogy

Frahad Tabandeh ¹ , Elham Parvaneh ²

1 - Sharif University of Technology, Iran
2 - Islamic Azad University, Garmsar Branch, Semnan, Iran

Received: 2020-04-03 Accepted : 2020-06-13 Published : 2020-09-01

Keywords:

References:

Brown, A. (2014). Pronunciation and phonetics: A practical guide for English language teachers. New York: Routledge.

Buss, L. (2016). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 1-19.

Campos, M. V. (2011). A critical interrogation of the prevailing teaching model(s) of English pronunciation at teacher-training college level: A Chilean evidence-based study. Literaturay Lingüística, 23,213–236.

Celce-Murcia, M., Brinton, D., Goodwin, J., & Griner, B. (2010). Teaching pronunciation: A coursebook and reference guide. Cambridge: Cambridge University Press.

Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56. 

Chen, J. F., Warden, C. A., & Chang, H. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633.

Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: toward a model of the role of affect in students' experiences of classroom discussion. Journal of Educational Psychology, 96(4), 619-634.

Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.

Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Orlando, FL: Harcourt.

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading: MA: Addison-Wesley.

Foote, J., Holtby, A., & Derwing, T. (2011). 2010 survey of pronunciation teaching in adult ESL programs in Canada. TESL Canada Journal, 29(1), 1–22.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.         

Jenkins, J. (2005). Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly, 39(3), 535–543.

Hamada, Y. (2018). Shadowing for pronunciation development: Haptic-shadowing and IPA- shadowing. The Journal of Asia TEFL, 15(1), 167-183.

Iwashita, N., Brown, A., McNamara, T., & O’Hagan, S. (2008). Assessed levels of second language speaking proficiency: How distinct? Applied Linguistics, 29, 24–49.

Kang, O. (2015). Learners’ perceptions toward pronunciation in three circles of world Englishes. TESOL Journal, 6(1), 59-80.

Kunnan, A. J. (1998). An introduction to structural equation modelling for language assessment research. Language Testing, 15, 295-332.

Lee, B., Plonsky, L., Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88(2), 124-144.

Meigouni, E., & Shirkhani, S. (2020). Oral communication strategies used by Iranian EFL learners and their relationship with the learners’ self-efficacy beliefs and anxiety level. Research in English Language Pedagogy, 8(1), 1-20.

Moyer, A. (2007). Do language attitudes determine accent? A study of bilinguals in the U.S.A. Journal of Multilingual and Multicultural Development, 28, 502-518.

Noels, K. A., Pelletier, L., Clement, R., & Vallerand, R. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85.

Pae, T. I. (2008). Second language orientation and self-determination theory: a structural analysis of the factors affecting second language achievement. Journal of Language and Social Psychology, 27, 5-27.

Pennington, M. C. (2019). Top-down pronunciation teaching revisited. RELC, 50(3), 371-385.

Pyun, D. O. (2013). Attitudes toward task-based language learning: a study of college Korean language learners. Foreign Language Annals, 46(1), 108-121.

Ryan, S. (2006). Language learning motivation within the context of globalization: An L2 self within an imagined global community. Critical Inquiry in Language Studies: An International Journal, 3, 23-45.

Saito, K., & Plonsky, L. (2019). Effects of second language pronunciation teaching revisited: A proposed measurement framework and mate-analysis. Language Learning, 69(3), 652-708.   

Sardegna, V., Lee, J., & Kusey, C. (2015). Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory. System, 47, 162-175.

Smith, U. (2002). The interaction of motivation and achievement in advanced EFL pronunciation learners. IRAL, 40(1), 89-116.

Szyszka, M. (2016). English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language, 14(2), 165-180.  

Tabandeh, F., Moinzadeh, A., & Barati, H. (2019). Differential effects of FonF and FonFS on learning English lax vowels in an EFL context. The Journal of Asia TEFL, 16(2), 499-515.

Tergujeff, F. (2013). Learner perspective on English pronunciation teaching in an EFL context. Research in Language, 11(1), 81-95.   

Thomson, R., & Derwing, T. (2015). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36, 326-344.

Tokumoto, M., & Shibata, M. (2011). Asian varieties of English: attitudes towards pronunciation. World Englishes, 30(30), 392-408.

Tsang, A. (2019). Effects of narrow listening on ESL learners’ pronunciation and fluency. Language Teaching Research, 23(1), 1-21.

Tseng, W., Dornyei, Z., & Schmitt, N. (2006). A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Linguistics, 27(1), 78-102. 

Tseng, W., Liu, H., & Nix, L. (2017). Self-regulation in language learning: Scale validation and gender effects. Perceptual and Motor Skills, 124(2), 531-548.  

Ushioda, E. (2006). Language motivation in a reconfigured Europe: access, identity, autonomy. Journal of Multilingual and Multicultural Development, 27(2), 148-161.

Velicer, W. F., & Fava, J. L. (1998). The effects of variable and subject sampling on factor pattern recovery. Psychological Methods, 3(2), 231-251.

Warden, C. A., & Lin, H. J. (2000). Existence of integrative motivation in an Asian EFL setting. Foreign Language Annals, 33(5), 535-545.