Szczepek-Reed2012b
| 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 | Blackwell Publishing |
| Year | 2012 |
| Language | English |
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| Journal | International Journal of Applied Linguistics |
| Volume | 22 |
| Number | 1 |
| Pages | 67-87 |
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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.
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