Exploring the Impact of Native Language Influence on English Pronunciation Skills among College Learners

Abstract

Aim of the Study: This study examines the effect of native language influence on the English pronunciation abilities of college students.

Methodology: Quantitative survey instruments are used to ascertain participants’ language abilities, learning habits, and perceptions to answer the research questions in the study of 45 participants. The analysis of the interaction is focused on gender relations.

Findings: The results imply that the participants’ language proficiency was relatively high, on average. The latter, however, greatly differ regarding their estimations of their English pronunciation and their feelings on how their L1 influences their English. However, unexpectedly, gender can barely impact language-related characteristics. The paper discusses targeted and individualized educational support and training, pronunciation practice, and monitoring, and it defines further research directions to improve the understanding of language acquisition processes’ dynamics. The research offers crucial information to the profession, affirming that a set of practical methods when it comes to languages should be taught to give college learners better competencies and pronunciation.

Conclusion: Therefore based on the findings that were made when researching the effects of gender on these language-related factors no tangible correlations or predictions were established it is safe to conclude that within the perimeter of this study, there is no conspicuous effect of gender on language proficiency, learning abilities, or attitudes.