Global English and the teaching of pronunciation
With the emergence of so many different international languages, many linguists have questioned the use of native pronunciation models in English teaching methods.
- What is global English?
- What are the implications of EIL for pronunciation?
- The findings from research
- What are the implications for pronunciation teaching?
What is global English?
Today, the word “global English” is increasingly used. This means that English is spoken in all regions of the world between speakers in a particular country who use the first language and speak in different countries / the first language.
Only those who learn English to communicate with native speakers in the UK, North America, Australia and New Zealand, do native speakers no longer speak English. It is also spoken internationally in different countries of the world / countries other than the first language of the first language, even in countries other than the mother tongue of countries such as India, the Philippines and Singapore. The latter use of English is often referred to as “English as an international language” or EIL, this type of English. Here I concentrate on about 1.5 billion people, the largest English-speaking group.
What are the implications of EIL for pronunciation?
With the emergence of so many different international languages, many linguists have questioned the use of native pronunciation models in English teaching methods. Their argument is not always the most obvious accent, when the accent of the native speaker communicates with other speakers other than native speakers.
As for the clear pronunciation of EIL, it is necessary to determine which pronunciation function is important for mutual understanding, when a native speaker speaks English with a speaker different from another mother tongue, and this is not important at all. .
The findings from research
In my research, I analyzed the interaction of speakers who do not speak English as their mother tongue. The goal was to know which function of the English pronunciation of British rice and rice is indispensable for easy pronunciation. This discovery was formed at the center of pronunciation for professors known as the Apple Franca Core (Lingua Franca Core). This shows that it is intended as a guide for the interaction of Lingua Franks, and not the interaction between native English speakers and native speakers. The core features of Apple Franca’s core are …
- All consonants are important, except for “th” sound, such as “thin” or “it.”
- Consonant clusters are important at the beginning and at the end of a word. For example, you cannot simplify a cluster of words “string” to “sting” or “tring” to make it easier to understand.
- Important is the contrast between long vowels and short vowels. For example, the difference between a vowel and a vowel is “sit” and “sit.”
- Nuclear (or tonic) stress is also needed. This underlines the most important word (or syllable) in a group of words. For example, “My son uses a computer” is a neutral statement, and there is a difference in the meaning of “My son uses a computer.” Students do not use computers).
On the other hand, many other subjects that regularly learn English pronunciation courses do not appear to be essential for understanding the EIL exchange. It …
- ‘th’ Sound (see above).
- The difference between the quality of vowels, that is, the length of the vowels is not related. A German speaker sometimes says “e” in the word “chess” as “a”, like the word “cat”.
- Weak forms such as “to”, “of”, and “from” often have their vowels expressed as schwa, rather than the ideal quality.
- Other features of a connected voice, such as assimilation (the final sound of a word will change like the first sound of the next word, so “red ink” will be “repainted”, for example).
- Word stress
- Elevation movement.
- Stress time.
All these things are said to be important for native speakers, as they are believed to help clarify or make accents more appropriate.
What are the implications for pronunciation teaching?
- Students should choose. In other words, in order to allow students to learn English and use it in an international context with other non-native languages of different first languages, the pronunciation is related to EIL intelligibility, you should usually become better than the curriculum says. Until now, the goal of the professor of pronunciation was to emphasize the accent of the language as closely as possible. However, in the case of EIL communication, this is not the most obvious emphasis, and some non-core elements are unclear by other external media.
- Non-core subjects are important not only for clarity, but also socially more appropriate. After all, native speakers have different emphasis depending on the area where they were born and live. Why aren’t native speakers of internationalized languages allowed to do the same?
- Finally, students need to be familiar with other English accents in the pronunciation class so that the speaker can easily understand it, even if they do not yet have basic functions. In the case of EIL, this is much more important than studying in-class media accents.
ennifer Jenkins, lecturer in Sociolinguistics and Phonology at King’s College, London
First published in 2002