Current Debates in the Theory and Teaching of English L2 Pronunciation
Current Debates in the Theory and Teaching of English L2 Pronunciation
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2018
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Assumption University Press
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eng
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application/pdf
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17 pages
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The New English Teacher 12.2 (August 2018), p. 59-75
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Abstract
Ironically, the single concept that appears to be universal in the field of English
pronunciation research and instruction, its common denominator as it were, is diversity.
Research theory and classroom practice have both convincingly proven that explicit
training may indeed lead to improvements in a learner’s clarity of speech, but it seems that
everything else is open for debate. Variability in opinions begins with different
interpretations of basic concepts, of individual speech sounds, syllables, phrases and
utterances. Correctly identifying research foci, and by extension, educational priorities for
classroom instruction also divides English L2 pronunciation professionals. Models are yet
another area of contention – whether to focus on traditional pronunciation points of
reference, e.g. features of Received Pronunciation or General American, or to concentrate
instead on interactions where no native speaker is present, as proposed by the English as an
International Language (EIL) framework. Next, dispelling doubts about its effectiveness
can be a challenging endeavour when progress often manifests in small increments which
require a significant investment of time and effort. Finally, the decision to incorporate
digital technology and the Internet into the pronunciation classroom remains a dividing line
between enthusiasts and those that call CALL (Computer-Assisted Language Learning) a
fad that will soon pass. The purpose of this paper is to examine these hotly debated issues,
while acknowledging that its emphasis on depth may be at the expense of breadth. Its
scope will allow it to touch upon but the most significant disputes, those that bridge
research theory with English L2 pronunciation classroom practice.