A Sociolinguistically Based, Empirically Researched Pronunciation Syllabus for English as an International Language
Bibliographic Data
| ID | 22871283 |
|---|---|
| Authors | J Jenkins (0000-0002-8715-8315, King's College London, corresponding author) |
| Year | 2002 |
| Volume | 23 |
| Issue | 1 |
| Pages | 83-103 |
| Publication date | 2002-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Applied Linguistics (JOURNAL) |
| Journal identifiers | ISSN: 0142-6001 • E-ISSN: 1477-450X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/applin/23.1.83 |
| OpenAlex | W2056285733 |
| Language | EN |
| Citations received | 130 |
The starting point of this paper is the recent shift in the use of English, such that non-native speakers (NNSs) using English for international communication now outnumber its native speakers (Crystal 1997; Graddol 1997). This shift, it will be argued, has serious implications for ELT pedagogy. Principal among these is the need for empirically established phonological norms and classroom pronunciation models for English as an International Language (EIL), in which intelligibility for NNS rather than for native speaker (NS) receivers is the primary motivation. Three sets of data drawn from NNS–NNS interaction are provided in order to exemplify the kinds of empirical evidence that are necessary to enable us to make informed claims about phonological intelligibility in EIL. Then follows the author's proposal, based on such evidence, for a revised pronunciation syllabus for EIL, the Lingua Franca Core. This core approach, it is suggested, is better able to promote both intelligibility and regional appropriateness among EIL interlocutors, as well as being more teachable, than either of the two most commonly adopted classroom models, Received Pronunciation and General American. Finally, the importance of developing learners' accommodation skills as an integral part of pronunciation teaching for EIL is discussed.
English as a lingua franca · Intelligibility (philosophy) · International language · Lingua franca · Linguistics · Pedagogy · Phonology · Pronunciation · Syllabus · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Phonetics and Phonology Research · Psychology
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The teaching of English as an International Language in Japan
Bridging pedagogy and technology
Non-native English Teachers’ Views towards Pedagogic Goals and Models of Pronunciation
Asian Englishes
English as an International Language (Eil) and Implications for English Language Teaching
The Spoken English of Hong Kong
State-of-the-Art Review Article
How Students Perceive the Learning of English as an International Language
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Changing Contexts and Shifting Paradigms in Pronunciation Teaching
Phonetic Parameters and Perceptual Judgments of Accent in English by American and Japanese Listeners
Pronunciation Issues and EIL Pedagogy in the Periphery
The Lingua Franca Core
Primary Stress and Intelligibility
Becoming "Black Lambs" Not "Parrots
Implementing an International Approach to English Pronunciation
Second Language Accent and Pronunciation Teaching
Second Language Comprehensibility Revisited
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Pronunciation Instruction
Syllables and Phonotactics in L2 Learning
Intelligibility
Pronunciation Teaching Methods and Techniques
Pronunciation Teaching Methods and Techniques
Multilingualism and English
Intelligibility
Pronunciation Fundamentals
Deconstructing Comprehensibility
Suprasegmental Measures of Accentedness and Judgments of Language Learner Proficiency in Oral English
T. M. Derwing and M. J. Munro. Pronunciation Fundamentals
Pronunciation and Comprehension in English as a Lingua Franca Communication
Awareness-Raising in the Tefl Phonology Classroom
Towards equitable multilingualism
The intelligibility of South Asian Englishes to Chinese pre-service English teachers
Testing the Lingua Franca Core
Vowel Quality and Direction of Stress Shift in a Predictive Model Explaining the Varying Impact of Misplaced Word Stress
Evidence-Based Design Principles for Spanish Pronunciation Teaching
Mapping Research on L2 Pronunciation
Co-text, context, and listening proficiency as crucial variables in intelligibility among nonnative users of English
Segmentals weigh much more in comprehensibility than nuclear stress in read speech
Consonant clusters and intelligibility in English as a Lingua Franca in Japan
Non-native listeners perceiving foreign accentedness of English speech
Intelligibility and white aurality
The lingua franca factor
Outsourcing, globalizing economics, and shifting language policies
L2 English listeners’ perceived comprehensibility and attitudes towards speech produced by L3 English learners from China
Idealized native-speaker linguistic and pragmatic norms in English as an international language
Voices from the unvoiced
English as a Lingua Franca”
English as a Lingua Franca
World Englishes, applied linguistics, and air traffic control communication
Setting attainable and appropriate English language targets in multilingual settings
Exploring teachers' ontologies of E nglish
Evaluating the intonation of non‐native speakers of English using a computerized test battery
The effects of degrees of D utch accentedness in ELF and in F rench, G erman and S panish
The Effects of Rule‐Based and Acoustic‐Perceptual Instruction on Chinese ESL Learners’ English Primary Word Stress Placement Accuracy
Issues in researching English as a lingua franca
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EFL learners’ confidence, attitudes, and practice towards learning pronunciation
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The listener
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Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness
The functional load principle in ESL pronunciation instruction
Interactional feedback in Synchronous Voice-based Computer Mediated Communication
Accent and identity
Teachers’ and learners’ beliefs about World Englishes, EIL, and ELF
An instrumental investigation of the vowel inventory of China English
Exploring the development of ownership of English through the voice of Japanese EIL users
Effect of altering three phonetic features on intelligibility of English as a lingua franca
The choice of English pronunciation goals
The impact of teaching Lingua Franca Core on English as a foreign language learners’ intelligibility and attitudes towards English pronunciation
Academic writing assessment in the Iranian expanding circle context
Utility and bias in a Korean standardized test of English
‘I would like to sound like Heidi Klum’
Impacts of World Englishes on local standardized language proficiency testing in the Expanding Circle
Research Perspectives on Teaching English as a Lingua Franca
Conceptualizing Pronunciation As Part of Translingual/Transcultural Competence
The global circulation of discursive resources and the lived experience of globalization
Language Ideology and Identity Seeking
| Unique citing works | 130 |
|---|---|
| Citations per year | 5,65 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 97 |