For a long time, researchers have concentrated on the aspects that influence a learner’s ability to attain proficiency in pronouncing a second language. Influential elements, such as aptitude, intelligence, and age have been examined extensively by academics to help understand their relation to a native learner being proficient in a second language. However, most researchers have undermined the role of a learner’s ethnic background in influencing their pronunciation proficiency of a second language. The extensive analysis of ethnic language as a predictive measure of a learner’s second language proficiency shows the research gap associated with the same.
English as a second language (ESL) is an area of interest for many researchers, who have conducted many studies to evaluate factors that influence learning of the same. Ethnic backgrounds determine the pronunciation proficiency rate an ESL learner attains for various reasons. When a native learner begins learning ESL, they reaffirm, reconstruct, and renegotiate their identities. Therefore, the ESL learner will learn to pronounce English words in as far as the venture benefits them and sustains their group identity ( Min, 2020) . For instance, if the ESL learner feels they will be discriminated by their ethnic community members if they become proficient in English, they will intentionally sabotage their capacity to attain proficiency levels expected after attending lessons for the same. Similarly, if the ESL learner feels they will be judged more by the native speakers in terms of intelligence, task performance ability at work, and scholastic capacity, they will strive to attain proficient pronunciation for the same ( Reza & Bazrafshan, 2016) . In the above scenario, the ESL learner is aware their ethnic background is deemed inferior by English native speakers and strives to delete their identity for the same to be socially accepted.
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Overall, ethnic backgrounds play a significant role in determining the English pronunciation proficiency levels for a learner. If the ESL learner feels they will be rejected by their ethnic communities for pronouncing English words proficiently, they will ensure not to attain the same. In contrast, if the learner is aware of the disadvantages being associated with their native language entails, they will delete their ethnic background identities by attaining proficient English language pronunciation. Therefore, ethnic backgrounds play a broad role in influencing the language proficiency level of ESL native learners.
References
Min, G. (2020). Factors Affecting Yi Ethnic Minority EFL Learners’ English Pronunciation Learning in Leshan Normal University, Sichuan, China. English Language Teaching , 13 (6), 104-108. https://files.eric.ed.gov/fulltext/EJ1255500.pdf
Reza, S. M., & Bazrafshan, 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), 34-45. https://www.eajournals.org/wp-content/uploads/The-Impact-of-Cultural-Identity-and-Attitudes-towards-Foreign-Language-Learning.pdf
