Abstract
The present paper aims at reporting qualitative data gathered to receive a fuller portrait and ensure a better understanding of the construct of Phonetics Learning Anxiety (PhLA), forwarded and examined earlier via a quantitative study (Baran-Łucarz, Res Lang 11: 57–79, 2013a). It opens with an introduction of the hypothetical model of PhLA, followed by a brief summary of quantitative outcomes. What proceeds is a presentation and discussion of information gathered among Polish students majoring in English with the use of three different techniques, i.e. written open questions, semi-structured interviews and think alouds. The qualitative data lend support to the results of statistical analyses, showing that PhLA is a concept related strongly to the fear of negative evaluation, which in turn is connected to pronunciation self-concept, i.e. pronunciation self-image, self-efficacy and self-assessment.
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Notes
- 1.
At my department the course aiming at raising students’ level of pronunciation with basic elements of phonetics and phonology is called ‘Phonetics’. However, at other institutes it may be called a ‘Pronunciation course’.
- 2.
Many thanks to the students participating in the research.
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Baran-Łucarz, M. (2014). Researching Phonetics Learning Anxiety: A Qualitative Approach. In: Gabryś-Barker, D., Wojtaszek, A. (eds) Studying Second Language Acquisition from a Qualitative Perspective. Second Language Learning and Teaching, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-319-08353-7_11
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