Cultural Competence in L2 Pronunciation Acquisition

Abstract

This study explored the possible relationship between L2 cultural competence and pronunciation proficiency in seven advanced learners of English as a foreign language (EFL). Three methods were used in this study regarding the participants’ learning experience, pronunciation proficiency, and cultural competence. Their learning experience data were collected through unstructured interviews via WhatsApp (i.e., a smartphone application mainly used for text messaging). Pronunciation proficiency was tested using Brooks’ (1999) pronunciation test, which assesses the mastery of four main aspects: blending sounds, stress, intonation, and rhythm. Berry’s (1980) East Asian Acculturate Measure (EAAM) was used to measure their cultural competence level. The findings showed that the selected participants adapted integrative and assimilation acculturation strategies. The two strategies show high acculturation levels, indicating L2 cultural competence in Fenner’s (2000) classification of cultural exposure outcomes. The pronunciation test implied that the participants mastered English sound blending, stress, intonation, and rhythm. Considering that external factors other than acculturation were controlled, the study concluded that their high acculturation predicts their pronunciation proficiency.