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Abstract
Despite the growing interest in recent decades for motivation as one of the most decisive factors in second language acquisition, little attention has been paid to its influence on teaching and learning the pronunciation. The present study tries to measure the affective estimation of foreign pronunciation teaching and learning in an educational context uncommon in scholar literature, Primary Education, by paying attention to the main agents involved in the educational process at this stage: students, teachers and parents. Data were collected with a series of questionnaires about the motivational factors of the three groups studied, and the answers were analyzed to offer a real panorama from multiple perspectives of the forces that drive the training of pronunciation during this period. Results indicate that, although pronunciation is highly valued by students as one of the fundamental elements in the acquisition of a foreign language, with numbers over 75 % in students’ approval, the type of motivation shown by these students does not coincide with learners of different ages or levels. In the case of parents and teachers, an initial high-scale motivation for the teaching of this sub-skill is subsequently affected by personal or professional conditions, preventing thus an effective implementation in the classroom or at home.References
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