Studies in Second Language Learning and Teaching

1. Introduction
As noted by Pawlak (2006a, 2006b, 2010a), learning pronunciation in a second
or foreign language (L2) is a task that requires a certain degree of autonomy,
defined as “the ability to take charge of one’s own learning” (Holec, 1981, p. 3)
or “a capacity for detachment, critical reflection, decision making and independ-
ent action” (Little, 2000, p. 69). This is primarily because, whether the goal of
pronunciation instruction is to enable near-native like proficiency in a target lan-
guage (TL), as is the case with students majoring in a foreign language, or learn-
ers are merely expected to achieve what has been described as comfortable in-
telligibility (Kenworthy, 1987), the limited classroom time makes it difficult, if
not impossible, to systematically focus on this TL subsystem. Consequently, stu-
dents who wish to improve their pronunciation, whatever their individual goals
might be, usually have to do this in their own time, which clearly calls for the
ability to set realistic goals, choose appropriate ways of learning, engage in con-
stant monitoring and conduct valid self-evaluation. Since adept use of language
learning strategies (LLS) is seen by many specialists as a vital, or perhaps even in-
dispensable condition for the development of autonomy in L2 learning (e.g., Grif-
fiths, 2013; Oxford, 1990, 2011, 2017; Wenden, 1991), it can reasonably be ar-
gued that the same applies to learning TL pronunciation. In view of this, it is quite
surprising that research into pronunciation learning strategies (PLS) has been vis-
ibly lagging behind the advances in other domains of empirical investigations of
LLS and only in the last decade or so has this area begun to inspire more system-
atic research endeavors. The aim of this paper is to remedy this situation by
providing an exhaustive overview of the existing studies of PLS, making an at-
tempt to critically evaluate such research in terms of its focus and methodology,
and suggesting ways in which this line of inquiry can be beneficially moved for-
ward. With this in mind, at the outset, the definition and role of PLS will be con-
sidered, which will be followed by the discussion of key methodological issues and
a narrative synthesis of the existing empirical evidence, separately for the identi-
fication of PLS, learners’ preferences regarding their application, factors influenc-
ing PLS use and attempts to conduct strategies-based instruction in this area. The
paper will close with an assessment of what studies of PLS have been able to ac-
complish thus far and a consideration of future research directions in this area.