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Core Concept
Contemporary Trends in ESL Pronunciation Teaching
From…
Core Concept
Contemporary Trends in ESL Pronunciation Teaching
From Native-Like Pronunciation to Intelligibility
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- native-like pronunciation
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- Critical Period Hypothesis
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- Intelligibility = understanding the message
- Comprehensibility = ease of understanding
- Communicative language teaching (CLT)
- Communication over accent reduction
- Strong accents can be intelligible
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- Arabic: /p/ and /v/ difficulties
- Chinese: /θ/ and /ð/ sounds
- Spanish: “eschool” for “school”
- Russian: tense/lax vowel differences
- learner-specific teaching
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- improve pronunciation correctness and perceptual awareness
- enables students to recognize and produce difficult English sounds
- supports intelligibility in communicative language use
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- prioritizing intelligibility over native-like pronunciation
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- valuing multilingual identity
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· Avery, P., & Ehrlich, S. (1992). Teaching American pronunciation. Oxford University Press.
· Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
· Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397.
· Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–377.
· Thomson, R. (2012). English Accent Coach. Contact, 38(1), 18–25.