Pronunciation: Conformity or Intelligibility?

Abstract

This study attempted to look into the second language (L2) learners’ attitude toward and perception of their L2 pronunciation, and make suggestions for L2 pronunciation teaching within English as an international language (EIL) perspective which is theoretically supported by the variationist approach and multi-competence model of the sociocultural framework. Based on the qualitative analysis of what English as a second language (ESL) learners had discussed through individual interviews, the study showed how they perceived the importance of pronunciation, as well as revealed what kind of difficulties and obstacles they had faced in improving their pronunciation skills. It also indicated the types of efforts and strategies that the learners employed to improve pronunciation skills. The research findings made known the factors driving L2 learners to commit themselves to refining their pronunciation skills. Having considered the unique status of EIL as well as respected the identity of EIL speaker as multi-competent language user, the study made suggestions as to what should be taken care of for L2 pronunciation teaching.