Achieving authentic Standard English pronunciation is a challenging endeavor for Chinese high school and college students as they grapple with the influence of their native language. Many Chinese students tend to speak English with discernible Chinese accents due to their predominant use of their mother tongue over the Target Language (TL). The lack of emphasis on English pronunciation in China's education system, spanning from primary school to college, further perpetuates this issue, leading to a noticeable gap in pronunciation quality.

Research has shown a strong correlation between individuals' pronunciation and their value systems, attitudes, and socio-schemata [1]. Despite various studies highlighting contributing factors, the prevailing indifference toward pronunciation persists among both teachers and students.

This paper seeks to explore the factors impacting pronunciation acquisition, a pivotal component of second language acquisition (SLA). It commences by discussing the author's initial beliefs and observations, followed by an examination of relevant literature and emerging insights. The core of the research revolves around identifying the factors influencing individuals' pronunciation acquisition. The paper concludes by proposing potential strategies to address this prevalent issue and improve English pronunciation among Chinese learners.