The present study was an attempt to measure the impact of cultural identity and attitudes towards foreign language learning on pronunciation learning of Iranian EFL students. To do so, 60 Iranian EFL students studying at a high school in Sabzevar were selected. They were school boys and girls aging between 16 and 18 years of old. The Language Learning Attitude Questionnaire and the Cultural Identity Questionnaire were used in order to measure the participants’ attitudes and cultural identity towards pronunciation learning. The results indicated that the participants hold positive attitude towards pronunciation learning. Also, cultural identity has a meaningful association with learning pronunciation among the Iranian EFL students.
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