Does an ELF phonology exist?

O’Neal, George

doi:10.1080/13488678.2019.1706135

Cited by 6 publications

(2 citation statements)

References 26 publications

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“…The curriculum largely stood on the nativeness principle that "holds it is both possible and desirable [for L2 speakers] to achieve native-like pronunciation" (Levis, 2005: 370), using the Contrastive Analysis Hypothesis (CAH) (e.g., see Cunningham, 2015;Sylvén, 2013), which predicts non-native speakers' pronunciation features in view of their L1 phonological systems and regards such features, when present, as 'errors' that should be removed or corrected (see Munro, 2018 for a critical discussion of the CAH in pronunciation teaching). By contrast, Jeong explicitly rejects native-speaker-centric views (Jeong, Thorén & Othman, 2017, 2020, instead relying on the intelligibility principle that "holds that [speakers] simply need to be understandable" without having to emulate 'standard' native speaker accents (Levis, 2005: 370).…”

Section: How It Startedmentioning

confidence: 99%

“…Besides the fact that it is hard for most students to understand that phonemes are not actual sounds but abstract ones, once symbols are used to represent phonemes, the sound values the symbols represent are perceived as 'ideal' sounds to be emulated, hence to some extent reinforcing the already entrenched standard language ideology. In fact, the concept of phonemes, shared conceptions/abstractions of a sound segment within a single speech community, may not fit Global Englishes phonetics, which deals with diverse segmental variation in different speech communities (O'Neal, 2020). As an alternative to involving the phoneme and phone distinction, Jeong has adapted the idea behind Wells' (1982) lexical set, using English orthography to help students explore Global Englishes phonetic/phonological varieties in a non-discriminatory way.…”

Section: How Teaching and Learning Has Proceededmentioning

confidence: 99%

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English phonology in a globalized world: Challenging native speakerism through listener training in universities in Sweden and the US

Jeong¹,

Lindemann²,

Forsberg³

2021

Preprint

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English phonetics and phonology often focus on improving learners’ pronunciation. However, phonological processing is ‘a two-way street’ involving both speaker and listener. Thus, pronunciation instruction in this globalized time needs to be complemented with ways to help listeners understand a wide range of accents, thereby challenging the native speakerism and standard language ideology of more traditional English teaching. In this paper, we share our experiences of promoting listener abilities in university courses in Sweden and the US, two very different teaching contexts. In Sweden, Jeong takes a truly phonetic approach, starting from students’ own pronunciations rather than a ‘standard’ model, and focuses on ability to comprehend diverse accents. In the US, Lindemann uses native-speaking students’ complaints about supposedly incomprehensible instructors, not as justification for further training of instructors who are already proficient English users, but as an opportunity to offer listener training to the students. Put together, these experiences provide a basis for reflection on the teaching of L2 phonetics and pronunciation in other languages such as Swedish, and the benefits of shifting some of the focus from speaker to listener in order to begin to overcome native speakerism and standard language ideology.

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Section: How It Startedmentioning

confidence: 99%

Section: How Teaching and Learning Has Proceededmentioning

confidence: 99%