Abstract
The longitudinal action-research study sets out to investigate the opinions of a group of secondary school learners on English pronunciation and both its role as well as relevance in language learning. In an attempt to meet the expectations and needs of good language learners, I came to a decision to run a stand-alone pronunciation course for volunteers who declared their interest in pronunciation and their readiness to work on it in order to improve their general oral performance as well as their pronunciation. In the light of the above-mentioned motivation, the study aims to discover the degree of the impact that systematic, albeit not extremely intensive, pronunciation instruction may have on learners’ performance and whether it contributes to pronunciation awareness raising and confidence building.
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Notes
- 1.
Examples are given to convince teachers how crucial it is for communication and intelligibility to teach suprasegmentals (Kelly, 2000, p. 12).
- 2.
The school year 2019/2020 will welcome the last year of upper secondary school learners whose education will comprise three years. With the educational reform introduced two years earlier, the secondary school is re-designed to embed four years of education with three hours of English each year and possible extensions but not as significant as now. The lower-secondary school will not exist any more in the educational system.
- 3.
Second and foreign language are equalled here due to the context in which English is learnt/taught in Poland. The distinction though between EFL and ESL as pointed out and explained by Szpyra-Kozłowska (2015) is unquestionable.
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Jarosz, A. (2019). The Methodology of the Longitudinal Action-Research Study Among Secondary-School Learners. In: English Pronunciation in L2 Instruction. Second Language Learning and Teaching. Springer, Cham. https://doi.org/10.1007/978-3-030-13892-9_4
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DOI: https://doi.org/10.1007/978-3-030-13892-9_4
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