Factors Affecting the Attainment of English Native-like Pronunciation in EFL/ESL Learners

Abstract

This research synthesis aims to report on the factors that contribute to or hinder the acquisition of native-like English pronunciation in learners of English as a foreign and as a second language. Major contributing factors include early age of acquisition, regular exposure and immersion in English-speaking environments, phonics instruction, motivation, and access to pronunciation resources. Conversely, first language interference, limited exposure, late age of acquisition, inadequate phonics instruction, and low motivation can hinder progress. To address these challenges, English as a Foreign Language (EFL) teachers employ strategies such as phonics instruction, listening and imitation exercises, feedback, repetitive drills, use of technology, interactive activities, and teaching intonation and stress patterns. EFL/English as a Foreign Language (ESL) learners’ perceptions of the possibility of achieving native-like pronunciation varies: many consider it crucial for effective communication and social integration, although opinions on its attainment differ. Learners’ views are also influenced by issues of cultural identity, teacher encouragement, peer support, and personal satisfaction derived from improved pronunciation. Effective teaching methods, consistent practice, and supportive learning environments are essential for learners to achieve their pronunciation goals.