The students were also of the opinion that they often pay attention to their own pronunciation and thought that pronunciation is more important than grammar but less important than vocabulary for their communication skills.
Results: The students thought that spoken English and pronunciation had not been much focused on in earlier education especially those students who attended pronunciation training at the same time were of the opinion that pronunciation had not been taught before. The quantitative data are being complemented by semi-structured interviews to strengthen and deepen the analysis. We analysed the answers statistically, compared questions and groups of subjects. Many subjects (n=73) were also taking a practical pronunciation course at the time of the questionnaire. The questionnaire had statements in random order, and the subjects were asked to respond on a 5-step Likert scale. How do learners evaluate their skills and the goals they set for themselves? Method: We collected data with a questionnaire from first-year university students (n=112) of English in connection with a lecture course on English phonetics.
What is the importance of pronunciation in comparison to other language skills? 3. How much emphasis do university students of English think earlier education has placed on spoken language? 2. In this study we wanted to explore the learner perspective on the pronunciation of English. Often studies also focus on the learners and their opinions (e.g. The importance and goals of pronunciation teaching have also interested researchers in recent years (e.g. Derwing 2009), and pronunciation mistakes may even lead to communication apprehension (Baran-Łucarz 2014). Research questions: There is concern that pronunciation is a neglected element at schools (e.g.
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