Full Description
Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting.
This book offers practical advice for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it allows teachers and students to critically explore English intelligibility in their own sociolinguistic and educational contexts and question the perceived importance of native speaker pronunciation. The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes and English as a Lingua Franca settings. Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.
Contents
Introduction
Part 1: The Global and Local Sociolinguistic Context and Hong Kong English
Chapter 1. World Englishes and English as a Lingua Franca Research, and the Intelligibility-Oriented Approach
Chapter 2. Language Use, Attitudes and Identity in Hong Kong
Chapter 3. Hong Kong English and its Variations
Part 2: Pronunciation Teaching in School Education
Chapter 4. The Role of Pronunciation in Hong Kong's English Language Education: Policy, Assessment, and Teachers' Perspectives
Chapter 5. Pronunciation Teaching Practice: Teaching Strategies and Corrective Feedback
Part 3: Developing the Contextualised, Intelligibility-Oriented Approach
Chapter 6. Prioritisation of Features and the Intelligibility-Oriented Approach
Chapter 7. Intelligibility-Oriented Pronunciation Teaching in English Language Lessons
Conclusion
