Cultural Influences on Learners' Attitudes toward English Pronunciation: A Comparative Study
Keywords:
Cultural Identity, Language Learning, Pronunciation, Teaching MethodsAbstract
This study explores the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation in the context of language learning. Using Likert scale questionnaires, the research examines the perceived importance of pronunciation, preferences for pronunciation models, confidence levels, and how cultural identity shapes these attitudes. Students' views on teaching methods, including technology-enhanced instruction and feedback mechanisms, are also analyzed. The findings underscore a strong acknowledgment of pronunciation's role in effective communication, with significant support for interactive and culturally sensitive teaching approaches. Students expressed a preference for pronunciation models that align with their cultural identity, indicating a need for more personalized and contextually relevant instruction. This study provides valuable insights for language educators and curriculum developers, emphasizing the integration of students' cultural backgrounds into pronunciation pedagogy. Pronunciation remains a critical yet often underexplored component of English language learning, particularly in multilingual settings where cultural identity strongly influences learner attitudes. This study investigates the attitudes of 91 students at Universitas Advent Indonesia toward English pronunciation, addressing the broader issue of how cultural factors shape learners’ preferences and confidence in pronunciation. Employing Likert scale questionnaires, the research compares student responses across different ethnic and linguistic
Downloads
References
REFERENCES
Alonso-Herrero, A., & Lasagabaster Herrarte, D. (Year unavailable). Student attitudes towards English pronunciation and different varieties in the English classroom. University of the Basque Country (UPV/EHU), Spain.
Alonso-Herrero, L., & Lasagabaster Herrarte, D. (2019). Student attitudes towards English pronunciation and different varieties in the English classroom.
Bissett, J., & Ma, J. H. (2015). Attitudes of Korean university students towards English pronunciation. *Foreign Language Education Research*, 18, 1-15.
Braj Kachru. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 11-30). Cambridge University Press.
Çakır, İ., & Baytar, B. (2014). Foreign language learners’ perceptions of the importance of mastering target language pronunciation. *Journal of Language and Linguistic Studies*.
Çakır, I., & Baytar, B. (2014). The effect of cultural familiarity on EFL learners' listening comprehension. Journal of Language and Linguistic Studies, 10(2), 167-182.
Canagarajah, A. S. (2006). Negotiating the local in English as a global language. Annual Review of Applied Linguistics, 26, 197–218.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation Fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins Publishing Company.
Freire, P. (1970). *Pedagogy of the oppressed*. Continuum.
Freire, P. (1970). Pedagogy of the Oppressed. Herder and Herder.
Giles, H. (1973). Accent mobility: A model and some data. *Anthropological Linguistics*, 15(2), 87-105.
Giles, H. (1973). Accent mobility: A model and some data. Anthropological Linguistics, 15(2), 87-105.
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.), *Sociolinguistics* (pp. 269-293). Penguin Books.
Jenkins, J. (2000). The Phonology of English as an International Language. Oxford University Press.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In Quirk, R. & Widdowson, H. G. (Eds.), English in the World: Teaching and Learning the Language and Literatures (pp. 11-30). Cambridge University Press.
Kang, O. (2015). Learners’ perceptions of accented speech in L2 learning. Journal of Language Teaching, 9(2), 22-35.
Kang, O. (Year unavailable). ESL learners’ attitudes toward pronunciation instruction and varieties of English. Northern Arizona University.
Levis, J. M. (2018). Intelligibility, Oral Communication, and the Teaching of Pronunciation. Cambridge University Press.
Lipińska, D. (Year unavailable). Revisiting Polish learners’ attitudes towards learning English pronunciation. *Wyższa Szkoła Zarządzania Marketingowego i Języków Obcych w Katowicach*.
Morrison, S. (2018). Pronunciation in the language classroom. Journal of Language Studies, 30(1), 34-52.
Rashad Ali Bin-Hady, W., & Hazaea, A. (2020). Attitudes towards English pronunciation and their effect on EFL learners' success. Journal of Applied Linguistics, 9(3), 100-118.
Rashad Ali Bin-Hady, W., & Hazaea, A. N. (Year unavailable). EFL students’ achievement and attitudes towards flipped pronunciation class: correlational study. Department of English Language, Hadhramout University, Najran University, Sana’a University.
Sardegna, V. G., Lee, H., & Kusey, C. (2018). Pronunciation learning strategies that improve ESL learners' linking. Language Learning, 68(1), 156-189.
Sardegna, V. G., Lee, J., & Kusey, C. (Year unavailable). Self-efficacy, attitudes, and choice of strategies for English pronunciation learning. University of Pittsburgh, Gyeongsang National University, University of Texas at Austin.
Seidlhofer, B. (2011). Understanding English as a Lingua Franca. Oxford University Press.
Tajfel, H., & Turner, J. (1979). An integrative theory of intergroup conflict. In W. G. Austin & S. Worchel (Eds.), *The Social Psychology of Intergroup Relations* (pp. 33-47). Brooks/Cole.
