Learning English as a second language presents some limitations in pronunciation for English as a Foreign Language learning, especially when the main objective is to attain a native-like accent (Muhammed & Othman, 2018). However, the significance of English pronunciation for EFL students is undeniably based on some reasons, most of which are generally common among all learners. The leading reason for good pronunciation is the fact that good pronunciation aids a learner's speaking abilities inside and outside the classroom (Gilakjani, 2011). The efficacy of oral communication in the English language is founded on some components such as grammar, vocabulary, and pronunciation (Gilakjani, 2011). From these three components, pronunciation plays the most significant role in enabling successful communication. Regardless of how well ideas are formulated and no matter how well the sentences are arranged or the appropriateness of the used words, mispronouncing the words interferes with the intended message. The act of language learning plays a significant role in helping an individual to express themselves and give their views on various issues. Some variables affect the process of language learning, more specifically, the English language and pronunciations in this language. Although multiple studies show different results in relation to the issue and the related variables, this paper seeks to identify and explain the impacts of one's background on learning English Pronunciation.
Problem Statement
Many students learning the English language face significant challenges in pronouncing English words even after studying the language for quite along. This challenge could later be an issue even when they seek employment after finishing their education; pronunciation is a sub-skill of effective communication. Arguably, having good pronunciation depicts the speaker as an intelligent person regardless of the errors made, while poor pronunciation makes it difficult to understand the speaker. This research work seeks to explore and understand the effects of one's background in learning English pronunciation.
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This research focuses on English pronunciation in the concept of English as a Foreign Language Learning. Learners whose English is not their native language find it difficult to pronounce some English words or phrases, making it quite hard to communicate effectively.
The subjects referred to in the study are learners whose English is not their first language. These learners are offered English as a Foreign Language classes to enable them to develop skills such as speaking and pronunciation in the English language. These subjects are taught a myriad of vocabularies in the English language. However, appropriate pronunciation is at the core of mastering these vocabularies. Without the proper pronunciation, the known vocabularies will have little or no impact on spoken language. Learners should therefore pay more attention to their pronunciation than on widening the pool of their vocabulary. Few vocabularies pronounced in the right way are way better than a lot of the vocabularies poorly pronounced.
Rationale for Exploring the Problem
Some research works focus on pronunciation and the effects of one's background on one English language pronunciation. One's background plays the most significant role in their language skills in many spheres. One's background spans across the age at which the learners are introduced to the English language and pronunciation, how motivated and exposed they are to the target language and their attitude towards the same. The mentioned are the factors that determine how swift a learner develops their pronunciation skills.
Through the necessary motivation and appropriate exposure, the learner finds themselves in an environment that facilitates their English language learning. In addition to the age at which a child gets introduced to the English language, their inner motivation for English learning and the cultural group that they identify with aids in determining if they acquire native-like pronunciation (Gilakjani, 2011). According to Gilakjani (2011), setting a professional or personal goal in line with learning the English language influences one's urge to develop native-like pronunciation.
Attitude is another factor that determines how well a learner pronounces in the English language. Language attitude is considered based on the relationship between the significance of the language application and an individual's background (Amirian & Bazrafshan, 2016). The study in Amirian and Bazrafshan's work focused on the effects of one's cultural identity and attitudes towards learning a foreign language and its pronunciation, a case study on Iranian EFL learners. According to the researchers, the use of language expresses one's social information such as identity and social background.
Students learning the English language, their teachers, and researchers in this field should acknowledge the central role of both motivation and attitude towards learning a second language. With this in mind, if a learner does not show any interest in acquiring basic skills in the target language, there is a high chance that the learner has a negative attitude and will most probably lack the motivation and the enthusiasm to learn that language. To this effect, it is advisable to cultivate a positive attitude towards the target language among learners to facilitate the success of the learning process and proper pronunciation.
Research Questions
The study, in line with the impacts of one's background in learning English language pronunciation, seeks to answer the following research questions:
a. Why is it necessary to develop proper pronunciation skills for EFL learners?
b. What are learners' general feelings towards learning English language pronunciation?
c. Who is the research's target group?
d. When is the appropriate time to introduce learners to English as the second language? What is the appropriate age for learning the English language?
References
Amirian, S. M. (2016). The Impact Of Cultural Identity And Attitudes Towards Foreign Language Learning On Pronunciation Learning Of Iranian EFL Students. British Journal of English Linguistics, 4(4), pp. 34-45. ISSN 2055-6063(Print), ISSN 2055-6071(Online)
Pourhosein Gilakjani, A. (2011). A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms. Journal Of Studies In Education, 1(1). https://doi.org/10.5296/jse.v1i1.924
Pourhosein Gilakjani, A. (2012). The Significance of Pronunciation in English Language Teaching. English Language Teaching, 5(4). https://doi.org/10.5539/elt.v5n4p96
Muhammed, H. A., Othman, D. Y. ( 2018). Assessing the Impact of Pronunciation Learning Strategies on Kurdish EFL Learners' Pronunciation Accuracy. Koya University Journal of Humanities and Social Sciences (KUJHSS), 1(1). https://doi: 10.14500/2522-3259
