Résumé:
Language learning has always highlighted the importance of meaningful communication.
Since willingness to communicate is responsible for the actual act of communication, it is
deemed necessary to understand what promotes it and what it is considered as hindrance.
In this vein, the present study investigates whether or not the self-perception of third-year
students’ accents has an impact on their second language willingness to communicate. The
study takes place at Mohammed Seddik Benyahia University, where 70 participants were
chosen out of 237 third-year students via random sampling to answer the students’
questionnaire. The questionnaire consists of two sections, each of which measures one
variable independently. The qualitative analysis of data was carried out to determine the
nature of the correlation that exists between the variables. After interpreting and discussing
the data, it was concluded that there is no significant relationship between learners’ self perceived accent and their second language willingness to communicate. Students were
indeed found to aim for native accents as models of pronunciation, but this does not mean
that they have negative views of their own accents. In fact, they are more inclined to
prioritizing intelligibility over sounding like native speakers. Thus, their perceptions of
their accents are not a barrier to willingness to communicate using English in the
classroom. The research concludes with discussing the possible implications of the
findings and outlining the avenues for future resear
