Incidental Development of Pronunciation Learning Strategies

The studies devoted to the so-called good language learners that emerged in 1970s (Rubin 1975) reveal efficient fall back on an abundant and highly individualised array of techniques strategic behaviours related employed while learning. well-known taxonomies by Oxford (1990) O’Malley Chamot gave rise analyses investigations field learner autonomy self-development, also pronunciation learning/teaching. As has been corroborated empirical (Oxford 2001a; 2001b; Chamot, 2004) strategy training contributes increase overall proficiency as well a number invaluable benefits such enhanced motivation, greater self-efficacy, anxiety reduction more positive attitudes. Although dedicated relationship between learning strategies are still their infancy, there set directions for further research development (Peterson 2000; Pawlak 2008; 2018).
 paper presents results pilot study conducted secondary school aimed at observing how develop result regular input feedback from teacher. It addresses tentative assumption explicit may contribute use consequently better oral performance. Detecting naming selecting most effective ones application aided boosted learners’ awareness confidence, which was confirmed data obtained questionnaires participant observation.