Hostname: page-component-586b7cd67f-dsjbd Total loading time: 0 Render date: 2024-11-30T22:25:45.071Z Has data issue: false hasContentIssue false
  • English
  • Français

5. RESEARCH IN TEACHING PRONUNCIATION AND INTONATION

Published online by Cambridge University Press:  15 June 2004

Jennifer Jenkins
Get access Rights & Permissions [Opens in a new window]

Abstract

For several decades of the 20th century, the main interest of pronunciation teaching research was in applying contrastive analysis techniques to the sound segments of the L1 and L2 to identify differences between them and so, it was assumed, to highlight areas where L1 transfer errors were likely to occur. Later in the century, pronunciation teaching research began to move on both by embracing more sophisticated approaches to interlanguage phonology, taking universal, developmental, and other processes into account as well as transfer (see, e.g., the range of research interests documented in Ioup & Weinberger, 1987), and by focusing increasingly on suprasegmental features along with segmental. Still more recently and radically, a number of researchers have ceased treating pronunciation as a somewhat isolated, self-contained linguistic and pedagogic phenomenon, but are forging links with research into other aspects of language and language teaching and also maximizing the opportunities offered by technological advances. This chapter will outline these latest developments in pronunciation research and explore the extent of their influence on pedagogy.

Type
RESEARCH IN TEACHING LANGUAGE SYSTEMS
Information
Annual Review of Applied Linguistics , Volume 24 , January 2004 , pp. 109 - 125
Copyright
© 2004 Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bamgbose A. 1998 Torn between the norms: Innovations in world Englishes. World Englishes, 17 (1), 1– 14.Google Scholar
Beebe L. & Giles H. 1984 Speech-accommodation theories: A discussion in terms of second-language acquisition. International Journal of the Sociology of Language, 46, 5– 32.Google Scholar
Bent T., & Bradlow A. 2003 The interlanguage speech intelligibility benefit. Journal of the Acoustical Society of America, 114, 1600– 1610.Google Scholar
Bowler B., & Cunningham S. 1999 Headway pronunciation course. Oxford: Oxford University Press.
Bradford B. 1988 Intonation in context. Cambridge: Cambridge University Press.
Bradford B. (1996, Summer). Upspeak. Speak Out! Newsletter of the IATEFL Pronunciation Special Interest Group, 18, 22– 24.
Brazil D. 1997 The communicative value of intonation in English. Cambridge: Cambridge University Press.
Brazil D., Coulthard M., & Johns C. 1980 Discourse intonation and language teaching. London: Longman.
Brett D. 2002 Improved vowel production with the PRAAT programme. In D. Teeler (Ed.), Talking computers (pp. 7– 10). Whitstable, UK: International Association of Teachers of English as a Foreign Language (IATEFL).
Brown A. 1997 Use of English in teaching. Singapore: Prentice Hall.
Brown A., Deterding D., & Low E. L. 2000 The English language in Singapore: Research on pronunciation. Singapore: Singapore Association of Applied Linguistics.
Cauldwell R. 1996 Stress-timing: Observations, beliefs, and evidence. Eger Journal of English Studies, 1, 33– 48.Google Scholar
Cauldwell R. 1999 Judgements of attitudinal meanings in isolation and in context [Brief research report]. Retrieved November 26, 2003, from http://www.phon.ucl.ac.uk/home/johnm/cauld.htm.
Cauldwell R. 2002a The functional irrythmicality of spontaneous speech: A discourse view of speech rhythms. Retrieved November 17, 2003, from http://www.solki.jyu.fi/apples.
Cauldwell R. 2002b Streaming speech. Birmingham, UK: Speechinaction.
Cauldwell R. 2002c Streaming speech: Listening and pronunciation for advanced learners of English. In D. Teeler (Ed.), Talking computers (pp. 18– 22). Whitstable, UK: IATEFL.
Cauldwell R. 2003 List of publication and teaching materials related to discourse intonation. Retrieved December 1, 2003, from http://www.speechinaction.com/CDIS_Cauldwell_hub.htm.
Chun D. 2002 Discourse intonation in L2. Amsterdam: Benjamins.
Clennell C. 1997 Raising the pedagogic status of discourse intonation teaching. Language Teaching Journal, 51 (2), 117– 134.Google Scholar
Cunningham S., & Moor P. 2003 Cutting edge advanced. London: Pearson.
Dalton-Puffer C., Kaltenboeck G., & Smit U. 1997 Learner attitudes and L2 pronunciation in Austria. World Englishes, 16 (1), 115– 128.Google Scholar
Dauer R. 1983 Stress-timing and syllable-timing re-analyzed. Journal of Phonetics, 11, 51– 62.Google Scholar
Derwing T., & Munro M. 2001 What speaking rates do nonnative listeners prefer? Applied Linguistics, 22 (3), 324– 337.Google Scholar
Derwing T., & Rossiter M. 2002a ESL learners' perceptions of their pronunciation needs and strategies. System, 30, 155– 166.Google Scholar
Derwing T., & Rossiter M. 2002b The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning, 13 (1–2), 1– 17.Google Scholar
Derwing T., Munro M., & Carbonaro M. 2000 Does popular speech recognition software work with ESL speech? TESOL Quarterly, 34 (4), 592– 603.Google Scholar
Derwing T., Rossiter M., & Munro M. 2002 Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development 23 (4), 245– 259.Google Scholar
Deterding D., & Poedjosoedarmo G. 1998 The sounds of English. Singapore: Prentice Hall.
Dörnyei Z., & Csizér K. 2002 Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23 (4), 421– 462.Google Scholar
Fries C. 1964 On the intonation of ‘yes-no’ questions in English. In D. Abercrombie (Ed.), In honour of Daniel Jones (pp. 242– 254). London: Longman.
Gilbert J. 2001 Clear speech from the start. Cambridge: Cambridge University Press.
Giles H., Coupland N., & Coupland J. (Eds.). 1991 Contexts of accommodation: Developments in applied sociolinguistics. Cambridge: Cambridge University Press.
Grau M. (in press). English as an international language—What do future teachers have to say? In C. Gnutzmann (Ed.), The globalisation of English and the English language classroom. Clevedon: Multilingual Matters.
Halliday M. 1970 A course in spoken English: Intonation. Oxford: Oxford University Press.
Halliday M. 1994 An introduction to functional grammar (2nd ed.). London: Edward Arnold.
Hancock M. 1995 Pronunciation games. Cambridge: Cambridge University Press.
Hancock M. 2003 English pronunciation in use. Cambridge: Cambridge University Press.
Hewings M., & Cauldwell R. 1997 Foreword. In D. Brazil, The communicative value of intonation in English (pp. v– vii). Cambridge: Cambridge University Press.
Hung T. 2000 Towards a phonology of Hong Kong English. World Englishes, 19 (3), 337– 356.Google Scholar
Hung T. 2002a Languages in contact: Hong Kong English phonology and the influence of Cantonese. In A. Kirkpatrick (Ed.), Englishes in Asia (pp. 191– 200). Melbourne: Language Australia Ltd.
Hung T. 2002b ‘New’ English words in international English dictionaries. English Today, 18 (4), 29– 34.Google Scholar
Ioup G., & Weinberger S. (Eds.). 1987 Interlanguage phonology. Cambridge, MA: Newbury House.
Jenkins J. 2002 A sociolinguistically-based, empirically-researched pronunciation syllabus for English as an International Language. Applied Linguistics, 23 (1), 83– 103.Google Scholar
Jenkins J. 2003 Intelligibility in lingua franca discourse. In J. Burton & C. Clennell (Eds.), Interaction and language learning (pp. 85– 97). Alexandria, VA: TESOL.
Kachru B. 1992 Teaching World Englishes. In B. Kachru (Ed.), The other tongue. English across cultures (2nd ed.) (pp. 355– 365). Urbana, IL: University of Illinois Press.
Kaltenboeck G. 2002 Computer-based intonation teaching: Problems and potential. In D. Teeler (Ed.), Talking computers (pp. 11– 17). Whitstable, UK: IATEFL.
Keys K., & R. Walker 2002 Ten questions on the phonology of English as an International Language. English Language Teaching Journal, 56 (3), 298– 302.Google Scholar
Leather J. (Ed.). 1999 Phonological issues in language learning. Malden, MA: Blackwell.
Levis J. 1999a Intonation in theory and practice revisited. TESOL Quarterly, 33 (1), 37– 63Google Scholar
Levis J. 1999b The intonation and meaning of normal yes/no questions. World Englishes, 18 (3), 373– 380.Google Scholar
Levis J. 2001 Teaching focus for conversational use. English Language Teaching Journal, 55 (1), 47– 54.Google Scholar
Lewis M. 1993 The lexical approach. Hove, UK: Language Teaching Publications.
Major R. (Ed.). 1998 Studies in Second Language Acquisition, 20(2) [special issue on interlanguage phonology and phonetics].
Marks J. 1999 Is stress-timing real? English Language Teaching Journal, 53 (3), 191– 199.Google Scholar
McKay S. 2002 Teaching English as an international language. Oxford: Oxford University Press.
Morley J. (Ed.). 1994 Pronunciation pedagogy and theory: New views, new directions. Alexandria, VA: TESOL.
Moyer A. 1999 Ultimate attainment in L2 phonology. Studies in Second Language Acquisition, 21, 81– 108.Google Scholar
Nattinger J., & DeCarrico J. 1992 Lexical phrases and language teaching. Oxford: Oxford University Press.
Pakir A. 1999 Connecting with English in the context of internationalization. TESOL Quarterly, 33 (1), 103– 114.Google Scholar
Pawley A., & Syder F. 1983 Two puzzles for linguistic theory: Nativelike selection and nativelike fluency. In J. Richards, & R. Schmidt (Eds.), Language and communication (pp. 191– 226). London: Longman.
Pennington M. 1996 Phonology in English language teaching: An international approach. London: Longman.
Pickering L. 2001 The role of tone choice in improving ITA communication in the classroom. TESOL Quarterly, 35 (2), 233– 255.Google Scholar
Pickering L. (in press). Structure and function of intonational paragraphs in native and nonnative speakers' instrumental discourse. Journal of English for Specific Purposes.
Pickering L., & Levis J. (in press). Assessing intonation patterns of English language learners. Language Learning.
Prince A., & Smolensky P. 1993 Optimality Theory: Constraint interaction in generative grammar. Piscataway, NJ: Rutgers University, Cognitive Sciences Center.
Protea Textware Pty Ltd 2001 PO Box 49, Hurstbridge, Victoria 3099, Australia.
Roach P. 1982 On the distinction between “stress-timed” and “syllable-timed” languages. In D. Crystal (Ed.), Linguistic controversies (pp. 73– 79). London: Edward Arnold.
Roach P. 2002 SPECO: Computer-based phonetic training for children. In D. Teeler (ed.), Talking computers (pp. 25– 27). Whitstable, UK: IATEFL.
Roach P., Hartman J., & Setter J. 2003 (Eds.). English pronouncing dictionary (16th ed.). Cambridge: Cambridge University Press.
Sato K., Kanechiku K., Matsumoto H., & Miyata S. 2003 Life watch: Ready to talk about Japan [coursebook and video]. Tokyo: Asahi Press.
Scovel T. 1998 Psycholinguistics. Oxford: Oxford University Press.
Seidlhofer B. 2001 Closing a conceptual gap: The case for a description of English as lingua franca. International Journal of Applied Linguistics, 11 (2), 133– 158.Google Scholar
Seidlhofer B. (this volume). Research perspectives on teaching English as a lingua franca.
Seidlhofer B., & Dalton-Puffer C. 1995 Appropriate units in pronunciation teaching: Some programmatic pointers. International Journal of Applied Linguistics, 5 (1), 135– 146.Google Scholar
Shockey L. 2003 Sound patterns of spoken English. Oxford: Blackwell.
Smit U. 2002 The interaction of motivation and achievement in advanced EFL pronunciation learners. International Review of Applied Linguistics, 40, 89– 116.Google Scholar
Smit U., & Dalton C. 2000 Motivation in advanced EFL pronunciation learners. International Review of Applied Linguistics, 38 (3/4), 229– 246.Google Scholar
Smith L. 1992 Spread of English and issues of intelligibility. In B. Kachru (Ed.), The other tongue: English across cultures, 2nd ed. (pp. 75– 90). Urbana, IL: University of Illinois Press.
Smith L., & Bisazza J. 1982 The comprehensibility of three varieties of English for college students in seven countries. Language Learning, 32, 259– 270.Google Scholar
Smith L., & Nelson C. 1985 International intelligibility of English: Directions and resources. World Englishes, 4 (3), 333– 342.Google Scholar
Smith L., & Rafiqzad K. 1979 English for cross-cultural communication: The question of intelligibility. TESOL Quarterly, 13 (3), 371– 380.Google Scholar
Sobkowiak W. 2003 Why not LFC? Zeszyty Naukowe Panstwowej Wyzszej Szkoly Zawodowej w Koninie [Scientific Journal of the Public Vocational School in Konin], 1 (2), 114– 124.Google Scholar
Swan M., & Smith B. (Eds.). 2002 Learner English (2nd ed.). Cambridge: Cambridge University Press.
Timmis I. 2002 Native-speaker norms and International English. English Language Teaching Journal, 56 (3), 240– 249.Google Scholar
Walker R. 2001 Pronunciation priorities, the Lingua Franca Core, and monolingual groups. Speak Out! Newsletter of the IATEFL Pronunciation Special Interest Group, 28, 4– 9.Google Scholar
Weinberger S. 2002 Speech action archive Webpage. Retrieved March, 2002, from http://classweb.gmu.edu/accent/.
Wennerstrom A. 2001 The music of everyday speech: Prosody and discourse analysis. Oxford: Oxford University Press.
Wennerstrom A. 2003 Students as discourse analysts in the conversation class. In J. Burton & C. Clennell (Eds.), Interaction and language teaching (pp. 161– 175). Alexandria, VA: TESOL.
Widdowson H. 2003 Defining issues in English language teaching. Oxford: Oxford University Press.