Pronunciation anxiety in Spanish online learning

Bárkányi, Zsuzsanna (2024). Pronunciation anxiety in Spanish online learning. In: Bárkányi, Zsuzsanna; Galindo Merino, M. Mar and Pérez-Bernabeu, Aarón eds. La integración de la pronunciación en el aula de ELE. IVITRA Research in Linguistics and Literature (42). Amsterdam, NL: John Benjamins Publishing Company, pp. 240–254.

DOI: https://doi.org/10.1075/ivitra.42.15bar

Abstract

The aim of this chapter is to investigate the causes of speaking anxiety linked to pronunciation, pronunciation learning strategies, and coping tactics in online and distance language learning. To explore these topics, we conducted a study with mixed methods research design including quantitative and qualitative data gathered from self-reflective questionnaires and in-depth group interviews from students of Spanish as an additional language. Results reveal that pronunciation anxiety is rarely the main source of foreign language speaking anxiety, but it is a frequent source of embarrassment. The apprehension coupled with low perceived pronunciation skills, in many cases, impedes participation in oral practice as well as real-time and asynchronous interactions thus creating a negative loop. Based on these findings, recommendations are offered on how to manage anxiety to enhance pronunciation attainment and oral practice in a virtual learning environment.

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