A Phenomenographic Approach into Non-English Major English Learners’ Experiences of Learning English Intonation

Abstract

This study aimed to explore qualitatively different English intonation learning experiences of second-year non-English majors and the impact of self-directed practice intensity. Adopting a phenomenographic approach, it conducted semi-structured interviews with 18 such students from a northwest engineering university. Results showed: 1) Three intonation conceptions (surface-level pitch change, rule-based prosodic patterns, communicative tool for intelligibility) correlated with practice types (no extra practice, textbook audio, online resources); 2) Three learning approaches (classroom mechanical imitation, textbook rule drilling, online practical application) and matching skills (mimicry, rule-reinforced production, communication comprehension) aligned with practice intensity; 3) Three integrated experiences formed a practice-driven hierarchy, unrelated to academic performance. Pedagogical implications included optimizing in-class instruction, simplifying post-class practice guidance, and linking classroom-extracurricular practice. The study offers insights for intonation teaching of non-English majors in science and engineering universities.