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  Lecture 2: Current pronunciation teaching practice: English belongs to the English

Introduction:

In this lecture we will look at the current pronunciation models and evaluate them critically.

Post-lecture reflection:

At the end of the lecture, I asked several different questions about the prevalance of 'native speaker' model in pronunciation teaching. for your convenience, I've included them below again:

  1. Is 'native speaker' model of pronunciation relevant?
  2. Is it achievable?
  3. Does teaching it make my students more intelligible especially as far as international, ELF contexts are concerned?
  4. What pronunciation would your students like to have? How do you know?
  5. What are your learners' needs? In other words, who will they communicate with outside class and who do they need to be understood by? How does this influence the choice of pronunciation syllabus?
  6. Consider the productive or receptive pronunciation skills your students need. How should this distinction inform the choice of pronunciation models?


Think about and make notes on the questions above. Share your thoughts with us in the comments section below.

Follow-up task:

Look at least two different course books that you use regularly, or have used recently. If you haven't used a course book in a while, look back at the pronunciation materials you have provided your students with.

Analyse the materials in terms of the pronunciation models that are provided:

  • Which pronunciation features are covered?
  • Which of them are emphasised most?
  • Which accents are mostly used (e.g. Standard British English)?

Further reading:

  • Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference, Iowa State University, Sept. 2009. (pp. 24-37), Ames, IA: Iowa State University. [available for free on researchgate.net here]
  • Derwing, T., & Rossiter, M. (2003). The effect of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning, 13(1), 1–17 [available for free on researchgate.net here]
  • Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201–223 [available for free on Slideshare here]
  • Levis, J. M. (2005). Changing Contexts and Shifting Paradigms in Pronunciation teaching. TESOL Quarterly, 39(3), 369 - 377 [available for free on academia.edu here]
  • Rogerson-Revell, P. (2011). English Phonology and Pronunciation Teaching. Bloomsbury Publishing [parts available for free through google books here]
  • Sifakis, N. (2014). Teaching pronunciation in the post-EFL era: lessons from ELF and implications for teacher education. In J. de Dios Martinez Agudo (ed.) English as a foreign language teacher education: current perspectives and challenges, pp.127-146 [available for free on researchgate.net here]

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