Language Learning Strategies (LLSs) and L2 motivation associated with L2 pronunciation development in pre-service teachers of English

this study seeks to uncover the psychosocial mechanisms used by pre-service teachers of english with the purpose of developing an l2 phonological system, within a framework of language learning strategies (llss) the study makes use of a case study methodology and collects information through a semi-structured interview, whose results are interpreted in light of oxford's (1990) taxonomy. the results corroborate to some extent findings made in previous studies, amongst which are: (i) ample use of indirect strategies, amongst which metacognitive, planning and monitoring stand out; (ii) greater potential of metacognitive strategies when accompanied by use of direct strategies such as mental images, applying images and sounds, practising, analysing/reasoning, and paying attention; and (iii) the mobilisation power of motivation in connection with a strategy repertoire.