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TEACHING
PRONUNCIATION
Why ‘native speaker’ model isn’t
always appropriate
by Marek Kiczkowiak
TEFL Equity Advocates
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GAME PLAN
1. Current pronunciation model.
2. Lingua Franca Core – an alternative.
3. Practical implications:
Raising awareness of ELF;
Adapting the course book;
Using ‘non-native speakers; as models;
4. Q&A and reflection.
5. Raffle!!
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TEACHING PRONUNCIATION
Standard British or American English:
vowel quality,
weak forms,
connected speech,
stress timing,
word stress,
intonation.
'Nativeness' principle - emphasis on:
imitating 'native speaker' model - correctness;
L1 accent a hindrance;
intelligible to 'native speakers'.
Under CC from celta.wikispaces.com
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ENGLISH HAS CHANGED
Our learners
EFL or ESL
communication
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ENGLISH HAS CHANGED
Our learners
Our learners
ELF
Communication
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LINGUA FRANCA CORE
Features necessary for intelligibility in
international contexts:
all consonants except <th>;
long and short vowels;
nuclear stress;
consonant clusters.
Intelligibility principle - focus:
intelligibility in international contexts;
‘native speakers’ ≠ ideal models;
‘non-native speakers’ also valid models;
L1 accent not a hindrance.
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WHAT DOES RESEARCH SAY?
1. Rahimi, M., & Ruzrokh, S. (2016):
60 EFL students in Iran;
British English vs. LFC pronunciation syllabus;
student attitudes;
intelligibility improved more in LFC group;
attitudes remained positive in both groups.
2. Zoghbor, W. (2011):
50 EFL students (L1 Arabic);
75 raters from Inner, Outer and Expanding Circle;
RP/GA vs LFC syllabus;
both intelligibility and comprehensibility improved more in
LFC group.
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WHY THE LINGUA FRANCA CORE?
1. More achievable.
2. More realistic.
3. Reflects learners’ needs.
4. Based on research.
5. Gives learners a choice.
6. Avoids the ‘native speaker’ fallacy.
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SOME PRACTICAL CONSIDERATIONS
Students’ and teachers’ beliefs;
Pressure from parents;
Students’ language goals;
Curriculum limitations;
Exams;
Productive vs. receptive skills;
Course books.
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RAISING AWARENESS OF ELF
1. Most people who use English around the world are
‘native speakers’.
2. There are only 7 countries where English is an official language.
3. There are no ‘native speakers’ in India.
4. If I speak English like a ‘native speaker’, people will
understand me better.
5. Having a foreign accent is a bad thing.
6. Only a ‘native speaker’ can teach me correct
pronunciation.
7. I would never change my accent. It’s part of my identity.
8. Learners should aspire to speak English like ‘native speakers’.
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ACCENT AND INTERNATIONAL INTELLIGIBILITY
Listen to the speakers and answer the questions:
1. Who is a ‘native speaker’ in your opinion?
2. Which speaker is easier to understand?
Discuss:
Is ‘native speaker’ pronunciation important for you? Why
(not)?
Should students aspire to speak like a ‘native speaker’?
Why (not)?
Is having a foreign accent a bad thing? Why (not)?
Are ‘native speakers always good models of pronunciation?
Why (not)?
Do you think students should aim to reduce their foreign
accent? Why (not)?
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REFLECTION
With the person next to you discuss:
How could you use the previous two activities in
class? Would you need to adapt them in any way?
Would you add or change any of the
sentences/questions? What about the audio?
What do you think your students might say about the
sentences/questions?
What possible problems can you anticipate and how
would you solve them?
Under CC from
http://2011w psrm03.w ikispaces.com/pow erf
ul+learner
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ADAPTING THE COURSE BOOK
From F2F Up-Int, p.25
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ADAPTING THE COURSE BOOK
From NEF
Pre-Int,
p.100
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ADAPTING THE COURSE BOOK
From Speak Out
Elementary,
p.108
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USING ‘NON-NATIVE SPEAKERS’ AS MODELS
How do I choose?
Accent students are likely to hear;
Accents they have problems understanding;
Context reflects how students will use English.
Where do I find the recordings:
One Young World Summit;
TED-Ed;
ELF Pron blog;
BBC Recordings;
IDEA International Dialects of English;
VOICE corpus
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SOME EXAMPLES:
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DESIGN AN ACTIVITY
Some considerations:
Choosing an appropriate model and clip
Focus on pronunciation – what makes the
speaker intelligible? What are the typical
features of their accent?
Include some reflection – discuss the global
nature of English, L1 accents, intelligibility
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REFLECTION
Discuss with the person next to you:
What was the most interesting/useful/relevant
thing you learned today?
Which ideas from this workshop will you use in
class: definitely, maybe, probably not?
What topics related to ELF, ‘native’ and ‘non-
native speakers’ would you be interested in
learning more about?
If you could change one thing about the
workshop, what would it be?
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QUESTION TIME
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ONLINE TRAINING COURSES
1. Going beyond the NS model:
Teaching ideas;
Lesson plans;
Materials writing.
2. English as a Lingua Franca:
Intercultural competence;
Speaking and pronunciation;
Materials writing.
3. Teaching pronunciation:
Preparing students for accents;
Adapting the course book;
Designing a syllabus.
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CONTACT
Email: [email protected]
Twitter: @marekkiczkowiak AND @teflequity
FB: /teflequity
Google+: TEFL Equity Advocates
Website: www.teflequityadvocates.com
Training courses:
https://teflequityadvocates.com/training-courses/
On-line: http://tefl-equity-courses.teachable.com/
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FURTHER READING – GENERAL Cogo, A. (2012). English as a Lingua Franca: concepts, use and implications.
ELT Journal 66(1), 97-105 [available for free on reasearchgate.net here]
Holliday, A. (2005). The struggle to teach English as an international
language. Oxford: Oxford University Press.
Jenkins, J. (2000). The phonology of English as an international language :
new models, new norms, new goals . Oxford: Oxford University Press.
Jenkins, J. (2002). A Sociolinguistically Based, Empirically Researched
Pronunciation Syllabus for English as an International Language. Applied
Linguistics, 23(1), 83–103. [available for free on researchgate.net here]
Jenkins, J. (2007). English as a Lingua Franca : attitude and identity .
Oxford: Oxford University Press.
Jenkins, J. (2015). Global Englishes: a resource book for students (Third
Edition.). Abingdon: Routledge.
Phillipson, Ro. (1992). Linguistic Imperialism. Oxford: Oxford University
Press.
Seidlhofer, B. (2011). Understanding English as a lingua franca . Oxford:
Oxford University Press.
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FURTHER READING - PRONUNCIATION
Jenkins, J. (2000). The phonology of English as an international language : new models,
new norms, new goals. Oxford: Oxford University Press.
Jenkins, J. (2002). A Sociolinguistically Based, Empirically Researched Pronunciation
Syllabus for English as an International Language. Applied Linguistics, 23(1), 83–103.
[available for free on researchgate.net here]
Levis, J. M. (2005). Changing Contexts and Shifting Paradigms in Pronunciation
Teaching. TESOL Quarterly 39(3), 369-377 [available for free on researchgate.net here]
Rahimi, M. and Ruzrokh, S. (2016). The impact of teaching Lingua Franca Core on
English as a Foreign Language Learners' intelligibility and attitudes towards English
pronunciation. Asian Englishes, 0(0), p.1-14.
Simpson Davies, K. and Patsko, L. (2013). How to teach English as a Lingua Franca.
British Council Voices [available for free here]
Zoghbor, W. (2011). Teaching the Pronunciation of English as a Lingua Franca:
Reducing Skepticism and Increasing Practicality. International Journal of Humanities
and Social Science, 1(8), p. 285-288. [available for free on researchgate.net here]
Zoghbor, W. S. K. (2011, July 1). The Effectiveness of the Lingua Franca Core (LFC) in
Improving the Perceived Intelligibility and Perceived Comprehensibility of Arab
Learners at Post-Secondary Level (Thesis). University of Leicester. [available for free
here]