EFL Language Learners’ Identity and its Influence on Their Accent

Abstract

This research synthesis inquiries into the relationship between English as a Foreign Language learners’ identity and their accent development. Through the examination of twenty empirical studies published within the last 10 years, this work aims to analyze how identity and certain factors related to it, such as cultural affiliation, self-awareness, and contact with the target language, influence students’ perceptions and choices regarding L2 accent acquisition. The results demonstrate the significant, yet complex, role of identity in language learning. While many pupils perceive their accent as a pivotal, significant element of their identity, others do not link these two terms, prioritizing the achievement of social and professional standards by acquiring a native-like accent. Findings also display a discrepancy between the principle of intelligibility and native-speakerism, demonstrating that students tend to opt to either preserve their identity by keeping their mother tongue accent in their L2 accent, or meet societal expectations. Individuals’ goals and motivation shape the entire language learning process.