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Literatura y lingüística

versión impresa ISSN 0716-5811

Resumen

VELIZ C, Mauricio. Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English. Lit. lingüíst. [online]. 2012, n.25, pp. 193-220. ISSN 0716-5811.  http://dx.doi.org/10.4067/S0716-58112012000100010.

This study seeks to uncover the psychosocial mechanisms used by pre-service teachers of English with the purpose of developing an L2 phonological system, within a framework of language learning strategies (LLSs) The study makes use of a case study methodology and collects information through a semi-structured interview, whose results are interpreted in light of Oxford's (1990) taxonomy. The results corroborate to some extent findings made in previous studies, amongst which are: (i) ample use of indirect strategies, amongst which metacognitive, planning and monitoring stand out; (ii) greater potential of metacognitive strategies when accompanied by use of direct strategies such as mental images, applying images and sounds, practising, analysing/reasoning, and paying attention; and (iii) the mobilisation power of motivation in connection with a strategy repertoire.

Palabras llave : Language Learning Strategies (LLSs); Pronunciation Learning Strategies (PLSs); L2 motivation.

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