Motivation and acquisition of pronunciation in EFL students in El Salvador
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Abstract
This study examines the effect of pronunciation instruction and motivation in the acquisition of second language pronunciation in EFL students in El Salvador. Eighteen participants were given a pronunciation pre-test and a post-test. They received 20 minutes of pronunciation training each day for fifteen days. The training focused on the pronunciation of two different English sounds, /[O with line through the middle]/ and /-ed/ endings for the past of the regular verbs. The participants also completed a self-report motivation questionnaire containing nine different variables. Three different statistical analyses were used to analyze the data collected: paired t-tests, Cronbach's Alpha coefficient of reliability, and multiple regression analysis. Two native speakers of English scored the pre-test and post-test. The results showed a significant improvement of the participants' pronunciation of the target features. However, no correlation was found between the participants improvement in pronunciation and the variables included in the motivation questionnaire.