Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory Veronica G. Sardegna a, * , JuHee Lee b, 1 , Crystal Kusey b, 2 a Department of Instruction and Learning, The University of Pittsburgh, PA, USA b Department of Curriculum and Instruction, The University of Texas at Austin, TX, USA article info Article history: Received 21 October 2013 Received in revised form 9 October 2014 Accepted 12 October 2014 Available online Keywords: EFL Pronunciation Motivation Attitude Self-efficacy Exploratory factor analysis Inventory Korean learners Adolescents abstract This study discusses the development and validation of the Learner Attitudes and Moti- vations for Pronunciation (LAMP) Inventory. The LAMP is a five-point Likert-scale ques- tionnaire designed to capture learners’ motivations and attitudes towards English pronunciation practice and learning. The article examines the theoretical framework and extant scales that guided the construction of the inventory items and reports the steps taken to validate the instrument. The LAMP was administered to 704 Korean adolescents studying English in South Korea. An exploratory factor analysis found four motivation factorsdintegrative, intrinsic, extrinsic, and curiosityd, and four attitude fac- torsdcognitive, conative, negative affect, and self-efficacy. Finally, the paper discusses implications for research and pronunciation instruction in English as a Foreign Language (EFL) contexts and suggests avenues for future research in other instructional contexts. © 2014 Elsevier Ltd. All rights reserved. 1. Introduction With English gaining a more significant role as an international language, it is of critical importance that English as a Foreign Language (EFL) learners invest time and effort in improving their intelligibility and comprehensibility in intercultural communications. Undoubtedly, EFL learners with effective English communication skills and intelligible speech are at a competitive advantage in an increasingly globalized world. As Rajadurai (2007) points out, “pronunciation is a vital element in effective communication” (p. 88). However, language skills other than pronunciation learning often receive much more attention in the language classroom (Brown, 2014) and little is known about EFL learners' efforts to improve their pronun- ciation skills on their own and outside of class. So far, studies that have investigated learners' motivations and attitudes towards English pronunciation have found that these psychological factors affect learners’ behaviors related to strategy use and pronunciation practice (Sardegna, 2012; Tokumoto & Shibata, 2011; Yang, 1999), their attainment of pronunciation * Corresponding author. School of Education, Department of Instruction and Learning, 5108 Wesley W. Posvar Hall, 230 S. Bouquet St., Pittsburgh, PA 15260, USA. Tel.: þ1 412 648 7317. E-mail addresses: vsardegna@gmail.com (V.G. Sardegna), juheelee.carpediem@gmail.com (J. Lee), crystalkusey@hotmail.com (C. Kusey). 1 School of Education, Department of Curriculum and Instruction,1912 Speedway, Stop D5700, Austin, TX 78712-0379, USA. Tel.: þ1 512 987 0440. 2 School of Education, Department of Curriculum and Instruction, The Universityof Texas at Austin,1912 Speedway, Stop D5700, Austin, TX 78712-0379, USA. Tel.: þ1 512 775 2230. Contents lists available at ScienceDirect System journal homepage: www.elsevier.com/locate/system http://dx.doi.org/10.1016/j.system.2014.10.009 0346-251X/© 2014 Elsevier Ltd. All rights reserved. System 47 (2014) 162e175