The present monograph introduces a model of Beats-and-Binding phonology (B&B phonology), embedded in the epistemological framework of Natural Linguistics. B&B phonology operates with units called beats (B’s) and relations called bindings. The syllable is epiphenomenal in the B&B approach to phonology and thus at most is a consequence of the operation of the B&B preferences. Universal phonotactic preferences follow directly from the binding preferences and unanimously refer to the Optimal Sonority Distance Principle. In order to demonstrate the explanatory potential of B&B phonology, a large number of diversified internal, historical and external sources of data are surveyed. Among the external evidence, the following areas are represented: first language acquisition, second language acquisition, aphasia, writing systems, phonostylistics, psycholinguistics and metaphonology, and phonetics. The monograph also contains an overview of the principles of Natural Linguistics, a critical historical review of approaches to the syllable, and a discussion of the epistemological compatibility between preferences and constraints in Natural Linguistics and Optimality Theory.
Katarzyna Dziubalska-Kolaczyk and Joanna Przedlacka
The choice of a pronunciation model for the 21st century learner has become a major issue of debate among applied linguists concerned with teaching English. The standard pronunciation models – Received Pronunciation and General American – have recently been confronted with a new proposal of a Lingua Franca Core (LFC) or English as a Lingua Franca (ELF), put forward as a didactic priority in teaching English pronunciation to foreigners. This volume, which includes selected contributions from the Poznań Linguistic Meetings of 2003 and 2004, does not intend to present yet another model, but sets out to place the teaching and learning of English pronunciation in the context of the 21st century. As the needs of English users are clearly changing fast in the globalizing world, the question is to what extent, if at all, models of pronunciation have been able to keep up with them, and whether they in fact should do so. Thus, key issues in the integration of pronunciation into English as L2 curricula are explored.