Motivation, Anxiety, and Enjoyment in L2 Pronunciation: A Cross-Sectional and Longitudinal Study.

IF 1.1 2区文学 Q3 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language and Speech Pub Date : 2026-06-08 DOI:10.1177/00238309261452263

Tao Jiang, Yingli Yang

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引用次数: 0

Abstract

Echoing recent calls for exploring skill-specific individual-difference factors, this two-part study investigated the predictive effect of pronunciation anxiety, enjoyment, and motivation on Chinese university English-as-a-foreign-language (EFL) learners' global second-language (L2) speech learning. Study 1 cross-sectionally investigated the predictive effects of emotional and motivational factors on 82 participants' comprehensibility and accentedness attainment based on expert raters' evaluation of speech samples elicited from a long-turn monologic task. Statistical results found that comprehensibility was unrelated to participants' emotions and motivation, while pronunciation anxiety negatively predicted accentedness. Study 2 explored 65 participants' speech development following an 8-week explicit pronunciation instruction. Results revealed that participants developed both accentedness and comprehensibility after pronunciation instruction, regardless of their different emotional and motivational traits. Theoretical insights into revising speech acquisition models and pedagogical implications for pronunciation teaching were discussed.

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二语发音的动机、焦虑和享受：一项横断面和纵向研究。

为响应最近探索技能个体差异因素的呼声，本研究分为两部分，调查了发音焦虑、享受和动机对中国大学英语学习者全球第二语言（L2）语音学习的预测作用。研究1基于专家评判员对长回合单音任务语音样本的评价，横断面研究了情绪和动机因素对82名被试的可理解性和口音成就的预测作用。统计结果发现，可理解性与参与者的情绪和动机无关，而发音焦虑负向预测口音。研究二探讨了65名参与者在接受为期8周的显性发音指导后的语言发展情况。结果显示，无论参与者的情绪和动机特征如何，他们在接受发音指导后都能提高口音和可理解性。讨论了修正语音习得模型的理论见解和语音教学的教学意义。

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来源期刊

Language and Speech AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY-

CiteScore

4.00

自引率

5.60%

发文量

审稿时长

>12 weeks

期刊介绍： Language and Speech is a peer-reviewed journal which provides an international forum for communication among researchers in the disciplines that contribute to our understanding of the production, perception, processing, learning, use, and disorders of speech and language. The journal accepts reports of original research in all these areas.