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The Role of Cognitive, Affective, and Experiential Individual Differences on L2 Pronunciation Production: Implications for the ESL Classroom

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Τίτλος: The Role of Cognitive, Affective, and Experiential Individual Differences on L2 Pronunciation Production: Implications for the ESL Classroom
Γλώσσα: English
Συγγραφείς: Alyssa Kermad, Vedran Dronjic, Okim Kang, Naoko Taguchi
Πηγή: CATESOL Journal. 2026 36(1).
Διαθεσιμότητα: CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: https://escholarship.org/uc/catesoljournal
Peer Reviewed: Y
Page Count: 23
Ημερομηνία έκδοσης: 2026
Τύπος εγγράφου: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Second Language Learning, Individual Differences, Short Term Memory, Learning Motivation, Anxiety, Student Characteristics, Pronunciation, Age, Language Usage, Time Factors (Learning), Language Processing, English Learners, Adults
ISSN: 1535-0517
Περίληψη: Individual differences (IDs) refer to the cognitive, affective, and experiential factors which determine variability in language learning. While ID research has had a strong appearance in second language acquisition, its presence in L2 pronunciation research has been sporadic. This study investigated a range of IDs, including cognitive (phonological short-term memory), affective (motivation and anxiety), and experiential (age, length of residence and English use) on pronunciation production. Speech data were collected from twenty ESL learners, and their patterns of segmental and suprasegmental performance were measured. Results of linear mixed effect modeling demonstrated an overall negative effect of age, an overall positive effect of motivation and L2 English use, and a dynamic and complex effect of phonological short-term memory, anxiety, and length of residence. Implications are discussed with respect to how IDs can be considered in pronunciation teaching and learning.
Abstractor: As Provided
Entry Date: 2026
Αριθμός Καταχώρησης: EJ1511680
Βάση Δεδομένων: ERIC
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  Data: The Role of Cognitive, Affective, and Experiential Individual Differences on L2 Pronunciation Production: Implications for the ESL Classroom
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  Data: <searchLink fieldCode="AR" term="%22Alyssa+Kermad%22">Alyssa Kermad</searchLink><br /><searchLink fieldCode="AR" term="%22Vedran+Dronjic%22">Vedran Dronjic</searchLink><br /><searchLink fieldCode="AR" term="%22Okim+Kang%22">Okim Kang</searchLink><br /><searchLink fieldCode="AR" term="%22Naoko+Taguchi%22">Naoko Taguchi</searchLink>
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  Data: CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: https://escholarship.org/uc/catesoljournal
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  Data: Individual differences (IDs) refer to the cognitive, affective, and experiential factors which determine variability in language learning. While ID research has had a strong appearance in second language acquisition, its presence in L2 pronunciation research has been sporadic. This study investigated a range of IDs, including cognitive (phonological short-term memory), affective (motivation and anxiety), and experiential (age, length of residence and English use) on pronunciation production. Speech data were collected from twenty ESL learners, and their patterns of segmental and suprasegmental performance were measured. Results of linear mixed effect modeling demonstrated an overall negative effect of age, an overall positive effect of motivation and L2 English use, and a dynamic and complex effect of phonological short-term memory, anxiety, and length of residence. Implications are discussed with respect to how IDs can be considered in pronunciation teaching and learning.
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      – SubjectFull: Pronunciation
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