Problem Statement
Students from different ethnicities are interested in learning English. However, the existing concern is that these ethnicities influence the students’ process of learning English pronunciation.
The existing Concepts that describe how ethnicity affects learning English pronunciation
First, the accent is one of the major factors that influence English First Learners from different ethnicities. It is essential to mention that ethnic communities are defined by the different languages that they speak. Moreover, these languages are influenced by varied accents based on an individual’s ethnicity. Similarly, an individual can only manage to perfectly speak English if they use the right accent (Chin-Hsi, 2016). However, these students come from different countries that have varied ethnicities and accents, hence the reason why they continue to struggle with English pronunciation. One of the best examples is when a Chinese student attempts to speak English or pronounce any words. Whereas an English learner might know the right sentence structures and words to use, the reality is that they tend to struggle with an accent. Consequently, pronouncing English words with a different accent limits the chances of other people understanding what an individual is saying. Some EFLs restrain themselves from pronouncing English words since they are afraid of people commenting on their accents. Therefore, helping EFL with accents remains one of the best means of ensuring that they have an easy process in learning pronunciation.
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Second, a student’s ethnic background also affects the process of learning English pronunciation since there is limited interaction with native speakers. There are many avenues that EFL can use to learn pronunciation. Whereas most students focus on class and the educator and the main source of knowledge in learning English, the reality is that it is also possible to learn through interactions (Reed & Levis, 2019). Markedly, interacting with native speakers ensures that an English learner understands how to pronounce new words as they also gain new vocabularies. However, the reality is that EFLs tend to interact based on their ethnic backgrounds. For instance, it is common to come across Chinese students walking together while students from other ethnicities are also grouped together (Reza and Bazrafshan, 2016). Arguably, most students choose these formations since they share ethnic backgrounds and cultural values. However, the reality is that this practice limits the chances of exploiting other languages from interacting with students from other ethnic communities. Lack of these ethnic communities would ensure that all EFL interact with native speakers and gain the right pronunciations. Therefore, it is better to define the right process which will ensure a change practice and increase interaction between native speakers and students from other ethnicities.
Third, alphabet, phonology, and vocabulary are also some of the key factors that influence pronunciation in EFL. It is essential to understand that English has a different alphabet from other languages. Whereas they might share concepts and letters, the reality is that they have different pronunciations. Therefore, this hardens the process of learning English pronunciation for students from foreign ethnic communities. Similarly, phonology also creates a distinction between English and other languages (Min, 2020). For instance, phonology involves vowels which are different in every language. It is the difference in these phonologies that limit the process of learning English pronunciation. Lastly, vocabulary also creates a difference between English and other languages. Markedly, English has the largest6 vocabulary when compared to other languages. Consequently, the extensive English vocabulary makes some words new to EFL. Some vocabularies are found in the English language but they lack in others. Consequently, this complicates the process of learning English pronunciation for EFL. These learners can only pronounce some words after they have practiced the vocabulary for a while.
The Variables and Hypotheses
The research problem has both dependent and independent variables. Ethnic background and pronunciation are the existing variables in this situation. Markedly, ethnic background is the independent variable since it is not influenced by anything. The students choose to study English when they already know their ethnic backgrounds. However, pronunciation is the dependent variable in this situation. The learner’s pronunciation depends on their ethnic backgrounds. Markedly, a learner can either have an easy or hard process in learning English depending on their background. For instance, a student whose ethnicity is close to English will have an easy process in understanding pronunciation, while other learners will struggle with pronunciation since they are from complicated ethnic backgrounds. Therefore, this confirms that pronunciation depends on ethnicity.
Hypotheses
The student's ethnic background limits their ability to learn pronunciation since English has a different accent, vocabulary, and phonology from the other languages that define ethnicities.
How the concepts connect to the research study
The study has provided three concepts that connect to the research study by defining the existing problem and the best solutions. Markedly, these concepts entail how accent, vocabulary, and failure to interact with native speakers limit the chances of learning pronunciation. Therefore, this confirms that the concepts offer a solution to the research study. For instance, the importance of introducing EFL to new vocabularies is one of the best solutions for the identified problem. It is essential that the learners understand that English has different phonologies and vocabularies. Consequently, they will find the process of learning English and pronunciation easier. Additionally, the concept also connects to the research study since it highlights the importance of EFL interacting with native speakers. These native speakers have naturally grasped the right pronunciation. Therefore, interacting with native speakers increases the chances of a successful pronunciation learning process.
References
Chin-Hsi. (2016). Preparing Foreign Language Teachers for Next-Generation Education. New York: IGI Global.
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
Reed, M., & Levis, J. (2019). The Handbook of English Pronunciation. New York: John Wiley & Sons.
