Abstract:

The traditional formal learning process, when the teacher was the sole source of information and feedback for learners, has changed to a learner-centred approach when learners are encouraged to take responsibility for their learning and develop a set of skills that would promote their autonomy in learning. Peers present an immediate and essential environment for learners, which impacts their performance in learning. In the past, the role of peers in learning could have been considered relatively informal. However, peer learning has also been recognized in the formal classroom setting in the past decades. Various forms of engaging learners in active cooperation with other learners have been used to provide a mutually beneficial way of improving learners' performance across various disciplines, including foreign language learning and English in particular.

Pronunciation is the often-overlooked part of linguistic competence, as teachers are reluctant to teach it for various reasons, which include the lack of confidence to teach it, lack of knowledge or time. Teachers have many pronunciation training strategies at their disposal, including social strategies with a range of tasks based on peer learning. Therefore, peer learners can contribute to developing phonological awareness in social strategies.

The paper aims to provide an insight into the perception of the university-level English language learners towards their peers in the process of pronunciation training, as well as their readiness to benefit from this form of learning. The data were collected by a questionnaire, which included items related to the actual peer pronunciation feedback as well as items identifying the participants' attitudes towards their peers in pronunciation training. The data from both sections will be compared to support the arguments presented in the conclusive part of the paper. The paper's final section will present suggestions for peer learning in developing pronunciation.

Acknowledgement:
The paper presents partial research outcomes of the project 7/TU/2021 Pronunciation mistakes of pre-service teachers of English.

Keywords:

Pronunciation, English as a foreign language, peer learning, pronunciation training strategies.