Understanding English Pronunciation Self-Concept Among Chinese University Engineering Students: A Theoretical Framework

Abstract

English pronunciation plays a critical role in second language communication; however, learners’ subjective perceptions of their own pronunciation ability remain under-theorized. While pronunciation research has traditionally emphasized intelligibility, accuracy, and instructional effectiveness, comparatively little attention has been given to how learners perceive, evaluate, and emotionally experience their pronunciation performance. Addressing this gap, this paper proposes a theoretical framework for understanding English pronunciation self-concept among Chinese university engineering students. The framework integrates multidimensional self-concept theory, symbolic interactionism, and motivational self-theory to conceptualize pronunciation self-concept as a micro-level learner construct that is socially constructed, motivationally influenced, and contextually embedded. By synthesizing research on language self-concept, pronunciation learning, and sociocultural influences in Chinese higher education, the paper advances a context-sensitive conceptual model. The proposed framework offers a foundation for future empirical research examining pronunciation-related affect and engagement, and it provides pedagogical insight for designing feedback and instructional practices that support positive pronunciation self-concept development alongside technical accuracy.