Telaffuz öğrenme stratejilerine, ikinci dil telaffuz yeterliliğine ve telaffuz becerisini etkileyen ikincil değişkenlere yakından bir bakış

The main objectives of this study were to a) give a detailed picture of the pronunciation learning strategy use of Turkish university students learning English; b) examine the relationship between pronunciation learning strategy use and pronunciation ability; c) look for patterns of variation in the use of each strategy by pronunciation proficiency level; d) investigate the relationship between pronunciation ability and several variables, including self-perception of pronunciation ability, perceived importance of pronunciation, gender, out-of-class exposure to English, length of English study and age at beginning of English study; and e) examine how some of these variables (self-perception of pronunciation ability, perceived importance of pronunciation, gender and out-of-class exposure) may relate to strategy use.Statistical analyses of the data revealed that there was no significant relationship between pronunciation learning strategy use and pronunciation ability. The analyses at the individual strategy item level showed that only three of the 52 items varied significantly or near-significantly by pronunciation proficiency level. The remaining 49 items of non-significant variation were categorized according to the mean frequency of use to show their relative popularity in spite of having no effect in distinguishing proficient pronouncers from less-proficient ones (bedrock strategies). In terms of the secondary variables, length of English study and age at beginning of English study varied significantly among the pronunciation ability groups. Strategy use varied significantly only by gender. This study suggests that the use of all types of pronunciation learning strategies in concert with one another may increase their effectiveness upon learners? L2 pronunciation ability.Key words: pronunciation ability, learning strategies, secondary variables