EFL LEARNERS' PERCEOPTION TOWARD THE IMPACT OF MOTHER TONGUE ON ENGLISH PRONUNCIATION

Abstract

"Pronunciation plays a crucial role in language acquisition, as it directly affects communicative clarity and comprehension. For English as a Foreign Language (EFL) learners, pronunciation is significantly influenced by their mother tongue, leading to common phonetic errors and accent-related challenges. This study investigates the impact of mother tongue interference on the English pronunciation of EFL learners and examines their attitudes toward overcoming these challenges. This research employs a mixed-methods approach, incorporating both quantitative and qualitative data collection. A structured survey was administered to 50 EFL learners from the School of Foreign Languages at Can Tho University to identify common pronunciation difficulties and learners’ self-perceived challenges. Additionally, semi-structured interviews were conducted with two participants to provide in-depth insights into their experiences and coping strategies regarding pronunciation learning. The findings indicate that mother tongue interference affects various aspects of English pronunciation, including vowel and consonant substitution, stress misplacement, and intonation patterns. The results reveal that learners are highly aware of these pronunciation challenges, with many expressing a strong desire to improve their speech clarity for academic, professional, and social purposes. However, learners also highlight barriers such as a lack of pronunciation-focused instruction, limited exposure to native-like models, and psychological concerns, including anxiety and self-consciousness. Furthermore, the study underscores the critical role of educators in fostering positive attitudes toward pronunciation learning. It advocates for integrating explicit phonetic training, individualized feedback, and immersive language exposure into EFL instruction. By balancing pronunciation accuracy with cultural identity preservation, educators can create an inclusive learning environment that supports learners’ linguistic and personal development. This research contributes to a deeper understanding of the influence of mother tongue on English pronunciation and provides pedagogical recommendations for improving pronunciation instruction in multilingual contexts. Future studies are encouraged to explore the long-term impact of pronunciation training interventions on EFL learners’ spoken proficiency. Keywords: EFL learners, mother tongue influence, English pronunciation, phonetic challenges, pronunciation learning, language acquisition, teaching strategies. "