Social conventions regarding tones: good manners, speaker's feelings, listener's feelings, polite requests.

Purpose: improve communication by making the message clearer (wrong intonation or sounds may change the meaning of the message) and express the speaker's attitude.

Students priorities lie upon their need to engage in successful international communication. Be liked and understood by their interlocutors. The latter becomes difficult when an idealized NS corpora is imposed on a L2 learner instead of more relevant and more realistic models of teaching that may contribute to a more effective exchange in the foreign language.

-Why should I bother? Why should I teach pronunciation? What should I focus on?

“There are now more exchanges between non-native speakers of English (NNS-NNS), than between non-native speakers and native speakers

(NNS-NS).”

How is intelligibility related to teaching pronunciation?

Intelligibility is the ability to be comprehensible, and understandable. English is a Lingua Franca, for this reason, there are more chances to have a conversation with a non-native speaker than with a native speaker. There is a change in focus, English is now oriented to understandability rather than sounding like a British person.

-Why is teaching sound important?

Intelligibility

-What makes a speaker intelligible?

To be understandable. New goals in pronunciation.

-Is there any research?

The Lingua Franca Core identifies four areas where it is thought to be essential to eliminate error from a speaker’s pronunciation if he or she wants to be intelligible in ELF communication:

1. individual consonant sounds

2. groups of consonant (clusters)

3. vowels

4. nuclear stress placement.

By rejecting native-speaker accents such as RP or GA as norms, and by applying the concept of the lingua franca core to the ‘difficulties’ our learners are claimed to have, we arrive at a much reduced, and much more achievable set of pronunciation goals. new pronunciation goals.

-Is there a breakdown in communication if somebody mispronounces a word?

There are some predominant features that are worthy of notice when it comes to intelligibility:

-Vowel consistent quality enough (long vs. short vowels)

-Consonant variation, especially when found in initial position (almost all of them, except for /v/ vs. /f/, /r/, intrusive schwa at the beginning of words)

-Sentence stress

-Weak forms and schwa: Not desirable , intelligibility is compromised/reduced when used in excess.

However, word stress, tones and stress timing don´t seem to be relevant to achieve communication among NSS.

-Are there any features we should focus on?

By approaching these sounds through the mother-tongue of monolingual groups, we are not only contemplating a reduced, achievable set of goals, but also

switching the emphasis to what learners CAN do as opposed to what they

supposedly canNOT do.

Be exposed to global English

Comfortable intelligibility is the new correctness of pronunciation.

Be aware of your pronunciation muscles (what´s going on in your mouth)

Every teacher should teach their own accents.

Pronunciation has an impact on everything.

TEACHING PHONOLOGY TO L2 LEARNERS WILL HELP THEM TO READ BETTER

Lecture Youtube "Robin Walker"

REAL GOAL: you can be intelligible without being a native speaker.

The standard native speaker accent, also called Queen´s English, BBC English, Oxford English and RP (Received Pronunciation) is a minority spoken accent.

intelligibility is the ability to be comprehensible, and understandable. English is a Lingua Franca, for this reason, there are more chances to have a conversation with a non-native speaker than with a native speaker. There is a change in focus, English is now oriented to understandability rather than sounding like a British person.

A Sociolinguistically Based, Empirically Researched Pronounciation Syllabus for English as an International Language - Jennifer Jenkins

EFL vs. EIL: New sociolinguistics paradigm based on L2 students´ needs to communicate amongst NSS instead of NS models. Optimum productive competence as well as comprehension are the target goals into creating a new ELT pedagogy.

Contextual cues: Both, contextual and cotextual cues don´t seem to be relevant in a NSS-NSS interaction to clarify on mistakes. Therefore, a system (The Lingua Franca Core) that identifies when these students are prone to make errors, make them aware of what makes communication flow fail and make the necessary changes becomes urgent.