Learning Strategies, Motivations, and Beliefs in Japanese Pronunciation Learning:

A Case Study of University Students in China

Abstract

Individual differences, such as learning strategies, motivations and beliefs, are considered to play a role in the process of second language acquisition. This study conducts a questionnaire survey to elucidate the pronunciation learning strategies, motivations, and beliefs of Japanese learners at Chinese universities. Moreover, we examine whether there is a relationship between these individual differences and pronunciation ability. The results reveal four types of strategies, six types of motivations, and three types of beliefs among these language learners. Furthermore, the present study finds that some of these individual differences affect Japanese pronunciation learning.