Learning language in a foreign context requires some degree of learner autonomy. It calls for even more autonomy when learning a target language pronunciation. One of the ways to foster learner autonomy is by training students in the use of strategic devices that help learners to learn different aspects of pronunciation because skillful use of strategies is key to growing autonomy (Wenden 1991). However, since Pronunciation learning strategies (PLS) have received relatively little attention, the studies on PLS are limited in terms of the target language with a near exclusive focus on English (Pawlak, 2018). In addition, although researchers seem to have come to an agreement on what a reasonable goal should be for pronunciation instruction, in the view of learner autonomy, learners can set their own goals. Therefore, this article has attempted to sketch out the American KFL learners’ attitudes towards Korean pronunciation learning and their overall pattern in PLS use. Noteworthy findings were that the KFL learners’ attitudes towards learning pronunciation was highly positive, they were confined to a very limited set of PLS relying mainly on affective and cognitive strategies, and there was a significant correlation between attitudes and the PLS use.

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