This book advocates a new approach to pronunciation teaching, in which the goal is mutual intelligibility among non-native speakers, rather than imitating native speakers. It will be of interest to all teachers of English as an International Language, especially Business English. It proposes a basic core of phonological teaching, with controversial suggestions for what should be included.
"'The book challenges major aspects of current practice with honesty, rigour, and depth, and the author is to be congratulated firstly for having the courage to take on an area of ELT which is both linguistically and culturally a minefield, and secondly for offering such a fresh vision of the teaching of the pronunciation of English. Without doubt, the book is essential reading for teachers, teacher educators, publishers, and examining boards alike.' - Applied Linguistics Journal"
"'... thoroughly thought-provoking and well worth studying.' - IATEFL Newsletter"
"'Challenging to the end... a wholly thought-provoking text.' - Wayne Trotman, EL Gazette, June 2001"
1: The background: Changing patterns in the use of English
The historical shift
Changing ownership; changing terminology
Appropriate pedagogy for an international language
The EIL phonological problem: where do we go next?
2: The variation problem 1: Inter-speaker variation
Inter-speaker segmental variation and its effects
Inter-speaker suprasegmental variation and its effects
3: The variation problem 2: Intra-speaker variation
L1 and IL intra-speaker variation: a distinction
Phonological intra-speaker variation and its effects on interlanguage talk
4: Intelligibility in interlanguage talk
What do we mean by intelligibility?
Defining intelligibility in interlanguage talk
Bottom-up and top-down processing
The role of phonology in ILT: miscommunication in the ILT data
Intelligibility and the spread of English
5: The role of transfer in determining the phonological core
The complex process of L1 phonological transfer
Conclusions: transfer, intelligibility, and teachability
6: Pedagogic priorities 1: Identifying the phonological core
Establishing the Lingua Franca Core
The origin of the Lingua Franca Core
Features of the Lingua Franca Core
Redefining phonological error and correctness for EIL
7: Pedagogic priorities 2: Negotiating intelligibility in the ELT classroom
Accommodation theory and intra-speaker variation in ILT
Communicative efficiency and interlanguage
Accommodation and IL repertoire
8: Proposals for pronunciation teaching for EIL
An overhaul of pronunciation teaching in English language teacher education
An overhaul of pronunciation testing
Radical improvement in the status of 'NNS' EIL pronunciation teachers
Pronunciation learning for 'native speakers' of English
Afterword: The future of the phonology of EIL