Changing Priorities in Pronunciation Teaching in ESL...

ELT Voices- International Journal for Teachers of English Volume (6), Issue (5), 8-23 (2016)

ISSN Number: 2230-9136

(http://www.eltvoices.in)

Changing Priorities in Pronunciation Teaching in ESL Classroom

G. Prashanti & K. Durga Bhavani

Department of English, Osmania University, Hyderabad, Telangana-500007

Article reference:

Prashanti & Bhavani (2016). Changing Priorities in Pronunciation Teaching in ESL Classroom. ELT Voices, 6 (5), 8-23.

Abstract: The growing importance of English as an international language and as a global lingua franca is ob-servable virtually in all countries of the world from its increasing status in educational curricula to its role as the language of international business, tourism, news broadcasting etc. In the specific case of India, the recognition by the government of the growing importance of English can be seen in the increasing number of schools in which the medium of instruction is English. This paper explores in-service teachers’ attitudes towards pronunciation teaching and the appropriate models and norms to be followed in ELT. The article reports the findings of an em-pirical study conducted with secondary school English language teachers.

Keywords: ESL, ELT, pronunciation teaching.

1. Introduction

The most remarkable thing about English today is that it is used by so many people all around the world and that

non-native speakers in fact outnumber native speakers – probably a unique situation in language history. The

demand for English among language learners around the world is because they need it to function in the world

at large. People around the world finding it both practical and trendy, are attracted by things they can do with

English, such as listening to music, watching films and surfing the web. Today, it has become a media for

linking oneself with international communication channels and moving through information highways. For

tourists, English is the most useful tool for getting around and communicating with people all over the world.

For scientists and scholars, English is a necessity for reaching out to colleagues around the globe, publishing

results from their research and taking part in international conferences.

2. English as a Global Language

In understanding why English has achieved the status of a world language, it is important to define what one

means by ‘world language’ or ‘international language’ or ‘global language’. For some people, a global language

is a language which has a large number of native speakers (Graddol 25). If this is accepted then languages like

Mandarin, Spanish and Arabic should also be considered international languages. However, as McKay explains,

“unless such languages are spoken by a large number of native speakers of other languages, the language cannot

serve as a language of wider communication” (McKay 5). English is not only used among people from Eng-

lish-speaking countries but also, and probably primarily, among people for whom English is not the mother

ELT Voices-Volume (6), Issue (5), (2016) 9

tongue.

According to Crystal, another factor that determines the global status of a language is that it should have a spe-

cial role recognized in every country. This special role can be achieved in two ways. First, it is made as the offi-

cial language used in governments, law courts, the media and the educational system. This is what is often

called as a ‘second’, an ‘additional’ or an ‘auxiliary’ language. In countries which were formerly the British

colonies such as Singapore, Malaysia and India, English is the official language alongside other local languages.

Apart from being the official language, a language can develop a special role in a country if it is made a priority

in the country’s foreign language teaching, even though it is not a second language (6).

Other scholars believe that a global language has no boundary of usage. Widdowson defines a global language

as the language that serves “a whole range of different communities and their institutional purposes, and these

transcend traditional, communal and cultural boundaries” (378). Smith (qtd. in McKay 3) suggests that a

world language is a language used by people from different nations to communicate with each other.

3. Changing Perspectives on English Language Teaching and Learning

As perspectives on language learning and language teaching have changed, there has been a gradual shift from

an emphasis on a teaching-centered classroom to an emphasis on learning-centered classroom, with special at-

tention to the individual learner as well as the group of learners. At the same time, there has been a shift from a

narrow focus on linguistic competencies to a broader focus on communicative competencies, within which lin-

guistic competencies (i.e., grammar, pronunciation, etc.) remain an essential component albeit only one of sev-

eral critical competencies.

The following significant changes in theoretical paradigms—in learning, linguistic and instructional models—

inform much of the state-of-the-art work in the field today (including current directions in the principles and

practices of pronunciation work).

1. From a language learning perspective of outside-in, to one of inside-out; that is, a changed concept of

language acquisition that views the learner as the active prime mover in the learning process (Corder, 1967),

and an emerging paradigm shift in which learners are seen as active creators, not as passive recipients, in a

process which is cognitively driven.

2. Following from this altered conceptualization of the learning process, a movement from a focus on the

group, to an increasing focus on individual learner differences and individual learning styles and strategies

(Stern, 1975).

3. From a focus on language as simply a formal system, to a focus on language as both a formal system and

a functional system, one that exists to satisfy the communicative needs of its users (Halliday, 1973).

4. From linguistic preoccupation with sentence-level grammar to widening interest in semantics, pragmat-

10 Changing Priorities in Pronunciation Teaching in ESL Classroom

ics, discourse, and speech act theory (Austin, 1962).

5. From an instructional focus on linguistic form and correct usage to one on function and communicatively

appropriate use (Widdowson, 1978).

6. From an orientation of linguistic competence to one of communicative competence (Hymes, 1972).

7. From a global competence concept to detailed competency specifications and the introduction of an es-

pecially useful model that brings together a number of viewpoints in one linguistically oriented and peda-

gogically useful framework: grammatical competence, sociolinguistic competence, discourse competence,

and strategic competence (Canale & Swain, 1980).

These developments have led to a wide variety of changes in virtually all aspects of ESL including the area of

pronunciation teaching

4. Pronunciation Pedagogy

As noted earlier, changes in perspectives on second language learning and teaching over the past five decades

have impacted every facet of second language study. In the case of pronunciation, an early and rather wholesale

movement in TESL toward eliminating or reducing attention to pronunciation instruction presently seems to be

undergoing something of a trend reversal. In view of that an increasing attention needs to be paid to provide

pronunciation teaching that meets the communicative needs of learners. In programs for adult (and near-adult)

ESL learners in particular, it is imperative that students’ educational, occupational, and personal/social language

needs, including reasonably intelligible pronunciation, be served with instruction that will give them communi-

cative empowerment—effective language use that will help them not just to survive, but to succeed. Moreover,

with an increasing focus on communication, importance has been given to instruction that enables students to

become, not “perfect pronouncers” of English, but intelligible, communicative, confident users of spoken Eng-

lish for whatever purposes they need.

5. Changing Priorities of Teaching the Component of Phonetics in ESL and EIL

The question which arises very often in pronunciation pedagogy circles is which English do the ESL teachers

teach? If an historical angle were to be taken, some variety of British English should be chosen. For the last

century, Received Pronunciation (RP) which is only spoken by approximately 3% of the British well-to-do pop-

ulation (Crystal 8) was preferred. A stronger argument against RP is the growing percentage of non-native

speakers of English in the world today, which far exceeds that of native speakers. In this context, as Kachru

suggests, intelligibility of a non-native variety of English forms a cline on which some speakers are more intel-

ligible than others. In such a case applicability of a single model is unrealistic. Making a case for a more

pragmatic perspective towards non-native Englishes as models for teaching and learning, he argues that it might

be more practical to adopt a polymodel approach which presupposes three types of variability in teaching Eng-

lish for cross-cultural communication: variability related to acquisition, variability related to functions, and var-


iability related to the context of situation (84).

The place of pronunciation teaching in the EIL curriculum has been extensively discussed in the past few

years (Jenkins, 2000, 2002, and 2004). EIL, refers to the varieties of English (whether standardised or not) that are

used for the communication between NNSs of English. Such communication is typically situated in the expanding

circle, but its scope goes beyond this context and is based on the need to create a discourse that is comprehensible

to speakers of English across a diverse range of communicative situations. Pronunciation is important within EIL

for two reasons. First, establishing mutual intelligibility where there is a need to create discourse that is under-

stood by participants within a given communicative framework among NNSs. In this sense, intelligibility plays a

very important role. It also characterises the comprehensibility between NNSs and NSs, which makes intelligi-

bility a basic constituent of the very notion of pronunciation itself. Obviously, for communication between NNSs

to be mutually intelligible, speakers must be able to produce segmental and suprasegmental speech elements that

their interlocutors can recognize (Jenkins 110).

Second, pronunciation plays a central role in EIL because how people sound is closely related to others’

perceptions about their socio-cultural identity. The socio-cultural identity of the individual is expressed in many

ways, one of the most important being language communication. Teachers and researchers generally agree that

the ultimate goal of pronunciation teaching should not be to eradicate a non-native accent, but rather to promote

pronunciation which is reasonably intelligible. The attainment of intelligible pronunciation is considered essen-

tial for the learner to increase self-confidence and promote social interactions outside the classroom. Pronuncia-

tion accuracy may also help improve a person’s social acceptance, since a foreign accent may be socially stig-

matized and contribute to negative stereotyping of some second-language learners. Of more importance are the

learners’ extensive exposure to certain pronunciation models, their motivation for acquiring a particular pronun-

ciation norm, and creating opportunities for them to realise their own potential. In second and foreign language

pedagogy, pronunciation teaching has been oriented towards inner-circle norms and standards. However, in EIL

contexts, the issue of the learners’ professional and socio-cultural identity becomes more important.

Since teachers play a central role in the delivery of language instruction and are also responsible for motivating

their students to learn, it is essential that teachers themselves are aware of the beliefs they are operating from. A

pronunciation-related issue that has arisen in this regard is the extent to which learners and teachers in the ex-

panding circle are aware of the characteristics and implications of EIL and the extent to which they are willing to

learn and teach a variety of English based less on inner-circle pronunciation norms than on the intelligibility

constraints of each communicative situation. Through this awareness, perhaps teachers can also reflect if their

current beliefs and teaching practices are worth maintaining, or should be adjusted in the light of the current

status of English in the world. As Parker Palmer points out, “When I do not know myself, I cannot know who

my students are. I will see them through a glass darkly, in the shadows of my unexamined life – and when I

cannot see them clearly, I cannot teach them well” (308). Research suggests that teachers’ viewpoints are usu-

ally informed by the level at which they teach, the teaching materials they use, previous intercultural and teaching

experiences and their confidence as teachers, a characteristic linked to their proficiency in the target language


(Morely 101).

6. Teacher related problems in teaching phonemic symbols

While teaching phonetics the teacher should focus not only on correct pronunciation but also on phonemic

symbols. Because the learners need to assimilate those symbols in their repertoire whenever they refer to a dic-

tionary or attempt an exam. This requires more individual attention from the side of teacher which is highly im-

possible in Engineering colleges where less time is allocated for a language teacher. As a result the language

teacher feel helpless.

7. Methodology

For the purpose of exploring the appropriate models and norms to be followed in ELT in the classrooms, the

article reports the findings of an empirical study conducted with in-service English language teachers working

in 80 government schools in Telangana. It draws on two research instruments: questionnaire survey and an

informal interview.

Informal interviews, questionnaires are carried out in the research to understand teachers’ awareness on various

aspects of pronunciation. They are intended both to investigate and promote the development of insight and un-

derstanding the importance of teaching pronunciation to minimize oral communication problems. A briefing

regarding the related terms used in the questionnaire was given before administering the questionnaire.

8. Informal interviews with the teachers

In order to understand the issues related to teaching pronunciation, it is important that the opinions of the teach-

ers about the existing syllabus, materials, teaching activities, techniques, examination system, the needs and

problems of the learners should be investigated. The interview sessions were a combination of discussions and

interview. The basic aim of the interview is to utilize these sessions to record the beliefs and attitudes of the

teachers towards the syllabus, the learner needs and problems, teaching methodology with regard to teaching

pronunciation. The main purpose of selecting this instrument is to reinforce the responses in the questionnaire,

with an added advantage of extending and elaborating the information through supplementary questions. Some

of the questions asked during interview sessions are related to

the problems faced by the teachers while teaching English especially with regard to teaching pronuncia-

tion

the issues of syllabus, textbook, and other materials

time and other constraints

the emerging theme of English as an International Language

evaluation measures to test pronunciation skill


Findings of the Interviews with the Teachers

The following are the findings of the interviews with the in-service teachers:

The teachers said that they lacked basic knowledge in phonetics especially supra-segmental features.

Most of the teachers reported that they lack confidence in teaching pronunciation because they lack

formal training in teaching pronunciation.

Most of the teachers said that they do not have useful strategies for teaching pronunciation, and they do

not know what instructional strategies are appropriate when they meet a specific problem.

The teachers expressed that the time allotted for teaching English does not permit them to go for other

resources to learn and teach pronunciation.

As far as accents and varieties are concerned, most teachers described their accents as Indian and their

teaching practices as RP-oriented. They preferred Englishes from the countries in which English is

learned and used as a first language (Kachru, 1985). Teachers preferred British and American English,

the latter being much more popular due to its greater presence in the media. Two teachers character-

ized their English accent as a mix of British and Indian and the remaining teachers said that it was Indi-

an accent. Most teachers did not provide specific description of the features that made them character-

ise their English accent as Indian or a mix of British and Indian. Their opinions were based primarily

on their preference or attitudes towards the variety.

Some teachers claimed that they taught British English in their classes because they used textbooks

based on British English.

Even though their views were RP-bound, a few teachers rejected the idea that their students should

strive towards acquiring a native like accent. One teacher thought that the students were “interested in

acquiring the knowledge of the language not the accents.” Even though the teachers considered

RP-referenced pronunciation to be very important, they stressed that the ability to communicate, not the

accent, was important for students to acquire.

Some teachers believed that obtaining a native-like accent was not feasible in ESL contexts. The

teachers raised the concern about whether teachers should even try to teach inner circle pronunciation

norms.

Those teachers who thought that students should acquire a native-like accent did not provide specific

reasons to support their opinion. “It’s not so good when we hear somebody speaking with some, I

don’t know, hard accent”: one teacher said, but she didn’t describe what “hard accent” meant.

On one hand, the teachers seemed to hold a strongly RP-bound perspective by focussing on teaching

standard Native Speakers pronunciation models, on the other hand, they seemed to believe that none of

the rules and standards counts as much as the need to create a discourse that is appropriate for the par-

ticular communicative situation and comprehensible for all interlocutors.

Most of the teachers believed that they are expected to represent a NS norm, and that this norm should be

reflected both in the way they use English and in their teaching practices.


The teachers did not seem to be fully aware of the international perspective of English Language.

These views expressed by teachers were reinforced by some of the responses given by them in the teachers’

questionnaire. Some of the remarks made during the discussion were useful and valid for the present work.

The findings from the interview suggest that in-service teachers’ perceptions on the role of English from a glob-

al perspective are contradictory. A couple of teachers believe that English belongs to English speaking coun-

tries and that we should trace it back historically. Nevertheless, others support the idea of English as an Inter-

national language. However, in terms of teaching English in the classroom, the teachers’ opinions reflect their

perceptions of the ownership of English.

From the discussions and the informal interviews with the teachers it is felt that the in-service teachers of Eng-

lish are facing a dilemma of whether they should follow the Native speakers’ model or a variety of English as a

lingua franca in the classroom. Thus it is suggested that instead of treating a native speaker norm as the goal

for production, as has generally been the case hitherto, teachers should be made aware that this is neither a de-

sirable nor a likely outcome. They can be shown how to use a native model as a point of reference to prevent

local non-native varieties from moving too far apart from each other, as well as to promote receptive compe-

tence in interaction with native speakers. The teachers will, themselves, still be required to develop the ability

to approximate more closely than their students to a standard native model. This will enable them to provide

the classroom exposure that is necessary to provide ‘points of reference and models for guidance’ thus prevent-

ing local norms from diverging too far from each other and resulting in international unintelligibility. In addi-

tion, teachers will also be required from time to time to satisfy the minority of learners who desire to achieve

more or less native-like proficiency. Again the teacher’s ability to approximate closely to a standard native

model will be essential to this end. Chien (5) suggests that there must be a concerted effort to broaden teacher

education to include methodologies that raise awareness of both local and global perspectives. This awareness

raising needs to be addressed in both pre-service and in-service teacher education.

9. Questionnaire

The instrument used to access the in-service teachers’ attitudes towards pronunciation teaching is a question-

naire. The questionnaire is used to understand the in-service teachers’ awareness and knowledge on various as-

pects of pronunciation and to discover their teaching practices and attitudes towards teaching pronunciation. It

also tries to elicit the teachers’ perceptions on the concept of English as an international language.

Question 1: In relation to the pre service teacher training course in English, give your opinion on the ef-

fectiveness of teaching the following areas. Circle the appropriate number according to the following

scale

1-good 2-satisfactory 3-unsatisfactory

In response to the above question, thirty five percent of the in-service teachers said that the teaching of listening


skill in the training course is satisfactory. While 15% of them opined that it is good and 50% of them felt that

the teaching of listening skill is unsatisfactory.

As far as teaching of speaking skill is concerned, 10% of the teachers said that it is satisfactory. A Majority

(60%) of them felt that the teaching of speaking is unsatisfactory. 15% of in-service teachers maintained that it

is good.

Responses of the teachers on the effectiveness of teaching various areas of language learning

Areas of language learning Total number of responses of in-service trained teachers

good satisfactory unsatisfactory

Listening 24 56 80

Speaking 24 16 96

Reading 40 88 16

Writing 80 64 0

Grammar 8 96 40

Vocabulary 32 96 16


Responses of the teachers on the effectiveness of teaching various areas of language learning

Fifty five percent of the in-service trained teachers felt that the teaching reading skill is satisfactory, while 25%

of them find it to be good. A very few of them (10%) find it to be unsatisfactory.

As far as the activities practised for developing writing skills are concerned, 50% of the in-service teachers ad-

mitted that the teaching of writing skills is good and 40% of them find it to be satisfactory. None of them felt

that it is unsatisfactory

A majority (60%) of the in-service teachers observed that the teaching of grammar is satisfactory while 5% of

them felt that it is good and 25% of them feel it is unsatisfactory.

Sixty percent of the in-service trained teachers opined that the teaching of vocabulary is satisfactory, while 20%

of them said it is good and a very few of them find it unsatisfactory.

The data indicated in the above table shows that pre-service teacher training course is more effective in devel-

oping reading and writing skills.

Question 2: In which areas given below, do you feel you need to improve?

The table indicates that seventy percent of the in-service trained teachers gave top priority to pronunciation and

conversation skills. In the order of preference second came syntax. The table shows that he teachers gave least

preference to reading skills.

Priorities of teachers in the areas of language learning

Areas of Language learning Total responses of in-service trained teachers in %

Pronunciation 112(70%)

Syntax (grammar) 88 (55%)

Reading 16 (10%)

Listening 56 (35%)

Conversational skills 112(70%)

Writing 72 (45%)

Any other --


Question 3: In comparison with other skills, pronunciation is relatively neglected area with respect to resources.

While responding to the above question, ninety five percent of the in-service trained teachers felt that pronunci-

ation is a neglected area.

Responses Total responses of the in-service trained teachers

Yes 152 (95%)

No 8(5%)

The data indicates that the teachers are interested to learn pronunciation.

Question 4: a. Do you feel it necessary to learn pronunciation?

The data given below indicates that hundred percent of the in-service trained teachers felt that it is necessary to

learn pronunciation.


To some extent 0

Necessary 160 (100%)

Not necessary 0

Question 5: b. If yes, why do you feel it is necessary?

In response to the above question, ten percent of the teachers said that pronunciation is necessary to establish

mutual intelligibility between speakers of English within India and outside India.

Responses Total responses of the in-service

trained teachers

There is no one-to-one relationship between sound and

spelling in English.

32 (20%)

To establish mutual intelligibility between speakers of 16 (10%)


English within India and outside India.

Both 112 (70%)

Twenty percent of them said that there is no one-to-one relationship between sound and spelling in English.

The remaining 70% of the teachers supported both the views.

Question No.6: Should teaching of pronunciation be a compulsory component in the pr-service / in-service

teacher training programme?

The data shows that a huge majority (100%) of the in-service trained teachers support the inclusion of pronunci-

ation in the pre-service and in-service teacher training programme.


Yes 160 (100%)

No 0

Question no 7: Did you attend any workshops or seminars on pronunciation?

A majority of the teachers (55%) said that they did not attend any workshops or seminars on pronunciation.

5% of them said that they have attended twice and 25% of them attended the workshops or seminars once

Responses Total responses of the in-service trained teach-

ers

Once 40 (25%)

Twice 08 (5%)

Never 88 (55%)

This shows that the majority of the teachers have evinced interest to attend workshops and seminars on phonet-

ics. There is an overall enthusiasm to know the subject as they find it as new area of interest.

Participants’ Preferred Accent

Question 8: What do you think that the standard model for teaching be?


The data given below indicates that a majority (65%) of the in-service teachers preferred both Indian variety and

native variety of English for teaching and learning English. 35% of them opined that they want to follow Indian

model in the field of pronunciation.


Native ---

Indian variety 56 (35%)

Both 104 (65%)

Figure 4.2 Opinions of teachers regarding standard model for teaching

Question 9. Are you more concerned to be intelligible to

The data below indicates that a majority (55%) of the in-service teachers prefer to be intelligible to both native

and non-native speakers of English. None of the teachers prefer to be intelligible only to native speakers.

Responses Total responses of the in-service trained

teachers

Native speakers of English ---


Non-native speakers of English 56 (35%)

Both 88 (55%)

This suggests that intelligibility is the most appropriate goal and that they would like to be intelligible to both

native as well as non-native speakers of English.

Are you open to the possibility of including the teaching of English as an international language (EIL) pronun-

ciation norms (NNS speech patterns) in your class rooms?

The data below indicates that in relation to teaching EIL accents, the teachers appear to respond favourably to

using EIL models at least in the theory. 95% of the in-service teachers said that they are open to the possibility

of including the teaching of English as international language (EIL) pronunciation norms in their classrooms.

These views are also expressed in the interviews.


Yes 152 (95%)

No 8(5%)

Question 10: How much exposure do you have to different native varieties as well as non-native varieties of

English?

In response to the above question forty percent of the teachers said that they did not get any exposure to differ-

ent native and non-native varieties of English. 25% of them admitted that they have exposure to the native and

non-native varieties to some extent.

Very much To some extent Not much Not at all

0 20 (25%) 28(35%) 32 (40%)

10. Findings of the In-service Teachers’ Questionnaire

A survey method is used to investigate teachers’ perceptions about training materials prescribed for the teachers

of English, methodology used for teaching pronunciation, their use of language labs, the tools used for testing

speaking. The survey also raised questions regarding identity, intelligibility, standard model, in order to under-


stand the issues on pronunciation from a truly global perspective.

From the questionnaires it is revealed that 70% of the teachers gave importance to teaching and learn-

ing pronunciation and conversational skills. A few of the teachers also gave importance to syntax.

Several teachers (95%) commented that in comparison with other skill areas, pronunciation is relatively

neglected area with respect to appropriate resources. In the questionnaires the teachers expressed that

they are comfortable in teaching reading, writing, listening and to a certain extent general oral skills but

not pronunciation.

Most of the teachers reported that they lack confidence in teaching pronunciation because they lack

formal training in teaching pronunciation. The findings showed that a very few teachers despite

taking a course on pronunciation pedagogy as a part of their post graduate education still seem to lack

confidence in teaching certain aspects of English pronunciation. They reported that there is little

practice with regard to discourse, intonation, rhythm, and stress in their teacher training classes.

Teacher orientation programmes which they attend every year do not seem to provide them with

enough training to learn and teach pronunciation

Most of the teachers said that they did not get opportunity to attend any training program or workshop

related to teaching pronunciation.

Findings related to pronunciation instruction and the emerging theme of teaching English and as interna-

tional language (EIL)

The teachers felt that both native speakers (NS) norms as well as Indian variety are important models.

The teachers seemed to prioritize native speaker norms while teaching pronunciation in respect to ap-

propriate resources.

Most of the teachers said that they want to retain their L1 identity rather than speak like a native

speaker.

From the findings it is suggested that in-service teachers need to pay greater attention to the particular language

proficiency and teaching skill with which they struggle. Raising awareness about English as an international

language and the different varieties existing outside the inner circle may also help the teachers to improve their

self-perceptions and re-validate the relationship between the language and its native speakers. Even though

teachers may continue to use inner circle varieties as language models, they may find it useful to expose their

students to other varieties, and to reflect on issues and concerns with regard to English as a global language.


Teachers may benefit from in-service teacher training programmes and on-going seminars and workshops cre-

ated to address these issues.

References

Austin, J. L. How to do things with words. Cambridge, M A : Harvard University Press, 1962. Print.

Canale, M., & Swain, M. “Theoretical bases of communicative approaches to second language teaching and

testing”. Applied Linguistics 1 (1980)1-47. Print.

Corder, S. P. “The Significance of Learners’ Errors”: In ternat ional Review of Applied Linguistics 5 (1967):

161 -170 . Pr in t

Crystal, D “The Future of Englishes” Analysing English in a Global Context Ed. A. Burns and C.Coffin, London:

Routledge, 2001. 53-64. Print

Graddol, G. The Future of English. London: The British Council, 1997. Print.

Halliday, M. A. K. Explorations in the functions of language . London: Edward Arnold, 1973. Print

Hymes, D. “On Communicative Competence” Linguistic Anthropology: A reader Ed. In A. Duranti and Malden,

Mass: Blackwell, 1972. Print.

Hymes , D. “On communica t i ve competence” : Sociolinguistics 269-293 Ed. In J .Pr ide &A.

Holmes. Harmondsworth, U. K.:Penguin, 1972. Print

Jenkins, J. “Research in Teaching Pronunciation and Intonation.” Annual Review of Applied Linguistics 24

(2004)109-125. Print.

Jenkins, J. “A social-linguistically based, empirically researched pronunciation syllabus for English as an inter-

national language.” Applied Linguistics 23.1(2002) 83-103. Print.

Jenkins, J. “Implementing an international approach to English pronunciation: the role of teachers’ attitudes and

identity”. TESOL Quarterly 39.3 (2005) 535-543. Print.

Jenkins, J. The Phonology of English as an International Language. Oxford: Oxford University Press, 2000.

Print.

Kachru, B. B. and C.L Nelson “ World Englishes” Analysing English in a Global Context. Ed. A. Burns and C.

Coffin, London: Routledge, 2001. 9-25. Print.

Kachru, B.B. “Non-native Literatures in English as Resources for Language Teaching” Literature and Language

Teaching Ed. Brumfit and R.A Carter, Oxford: Oxford University Press, 1986. 140-149. Print.

Kachru, B.B. “Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle”

Literature and Language Teaching. Ed. R.Quirk and H.G.Widdowson, Cambridge: Cambridge University Press,


1985. 11-30. Print.

Kachru, B.B. and C.L. Nelson “World Englishes” Analysing English in a Global Context Ed. A.Burns and C.

Coffin, London: Routledge, 2001. 9-25. Print.

Mckay, S. Teaching English as an International Language. Oxford: Oxford University Press, 2002. Print.

Morely, J. “Current Perspectives on Pronunciation: Practices Anchored in Theory.” Teachers of English to

Speakers of Other Languages. ed. Alexandria, VA 1987. Print.

Palmer, P.J. The Courage to Teach. San Francisco: Jossey-Bass, 1998. Print.

Smith, L. & Nelson, C. “International Intelligibility of English: Directions and Resources.” World Englishes 4

(1985) 333-342. Print.

Stern, H. H. “What can we learn from the good language learner?” Canadian Modern Language Journal 1 (1975):

304-318. Print.

Widdowson, H. “EIL, ESL, EFL: Global Issues and Local Interests. World Englishes 16.1(1997) 135-146.

Print.

Widdowson, H. Teaching language as communication. Oxford: Oxford University Press. 1978. Print.

Changing Priorities in Pronunciation Teaching in ESL...

Documents

Transcript of Changing Priorities in Pronunciation Teaching in ESL...