Difference between revisions of "Szczepek-Reed2012b"
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|Tag(s)=EMCA; pronunciation; speech rhythm; conversation analysis; English as a Lingua Franca; TESOL; Applied Conversation Analysis | |Tag(s)=EMCA; pronunciation; speech rhythm; conversation analysis; English as a Lingua Franca; TESOL; Applied Conversation Analysis | ||
|Key=Szczepek-Reed2012b | |Key=Szczepek-Reed2012b | ||
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|Year=2012 | |Year=2012 | ||
|Language=English | |Language=English | ||
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|Volume=22 | |Volume=22 | ||
|Number=1 | |Number=1 | ||
| − | |Pages= | + | |Pages=67–87 |
| − | |Abstract=Recent decades have seen an ongoing debate over the implications of English | + | |URL=https://onlinelibrary.wiley.com/doi/10.1111/j.1473-4192.2011.00293.x |
| − | as a global lingua franca for English teaching methodologies and curricula, | + | |DOI=10.1111/j.1473-4192.2011.00293.x |
| − | particularly regarding pronunciation. The two opposing perspectives are | + | |Abstract=Recent decades have seen an ongoing debate over the implications of English as a global lingua franca for English teaching methodologies and curricula, particularly regarding pronunciation. The two opposing perspectives are native‐like accuracy on the one hand, and international intelligibility on the other. This paper suggests a third approach, which starts from an interactional perspective on phonetics and prosody, and asks, first, what the interactional relevance of individual pronunciation features may be, and, second, how non‐native speakers would benefit from acquiring them. Taking speech rhythm as an example, the paper argues that as long as non‐native speakers are able to accomplish the interactional projects they set out to accomplish, non‐native features of their accent variety need not be made prominent in pronunciation teaching. |
| − | |||
| − | other. This paper suggests a third approach, which starts from an interactional | ||
| − | perspective on phonetics and prosody, and asks, | ||
| − | relevance of individual pronunciation features may be, and, second, how | ||
| − | |||
| − | an example, the paper argues that as long as | ||
| − | accomplish the interactional projects they set out to accomplish, | ||
| − | features of their accent variety need not be made prominent in pronunciation | ||
| − | teaching. | ||
}} | }} | ||
Latest revision as of 04:51, 30 November 2019
| Szczepek-Reed2012b | |
|---|---|
| BibType | ARTICLE |
| Key | Szczepek-Reed2012b |
| Author(s) | Beatrice Szczepek Reed |
| Title | A conversation analytic perspective on teaching English pronunciation: The case of speech rhythm |
| Editor(s) | |
| Tag(s) | EMCA, pronunciation, speech rhythm, conversation analysis, English as a Lingua Franca, TESOL, Applied Conversation Analysis |
| Publisher | |
| Year | 2012 |
| Language | English |
| City | |
| Month | |
| Journal | International Journal of Applied Linguistics |
| Volume | 22 |
| Number | 1 |
| Pages | 67–87 |
| URL | Link |
| DOI | 10.1111/j.1473-4192.2011.00293.x |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Recent decades have seen an ongoing debate over the implications of English as a global lingua franca for English teaching methodologies and curricula, particularly regarding pronunciation. The two opposing perspectives are native‐like accuracy on the one hand, and international intelligibility on the other. This paper suggests a third approach, which starts from an interactional perspective on phonetics and prosody, and asks, first, what the interactional relevance of individual pronunciation features may be, and, second, how non‐native speakers would benefit from acquiring them. Taking speech rhythm as an example, the paper argues that as long as non‐native speakers are able to accomplish the interactional projects they set out to accomplish, non‐native features of their accent variety need not be made prominent in pronunciation teaching.
Notes
