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EIL, ELF, Global English: Teaching and Learning Issues

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Edited By Cesare Gagliardi and Alan Maley

How can you teach the English language to global English speakers? Can English be taught as an international language? Is it worth teaching? Isn’t it more proper and profitable to learn a standard variety of English? How realistic and useful is the identification of an EIL/ELF variety? Can an EIL/ELF standard be identified? These are some of the questions the present volume has addressed with the contribution of some of the most qualified scholars in the field of English linguistics. The book is divided into four sections. The first part deals with the definition of English as an international language and English as a lingua franca. Section two takes six different teaching issues into consideration. The third section examines some learning issues and the last part of the volume debates the relationship between teacher and student in an English as a lingua franca environment.

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MARIA GRAZIA BUSÀ Effects of L1 on L2 Pronunciation: Italian Prosody in English 207

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MARIA GRAZIA BUSÀ Effects of L1 on L2 Pronunciation: Italian Prosody in English 1. Introduction In the present-day globalized world, communication in English takes place largely between speakers from different linguistic and cultural backgrounds, and is characterized by a wide variety of forms and uses, reflecting the geographical area, purposes and speakers involved in the interactions. A large amount of research is being carried out, in both theoretical and applied linguistics, to describe the linguistic vari- ability observed in multilingual and multicultural situations (Graddol, 2006; Kachru, 1985, 1991; Trudgill, 1998) and to study what con- tributes to successful intercultural communication and what hinders it. Also, a lively international debate is taking place on what norms and standards should be used for English as a Global Language. This has given impulse to the development of new pedagogic practices and approaches, often representing “a paradigm shift away from con- ventional EFL models” (Graddol, 2006: 15). However, much research is still needed to investigate, for both theoretical and didactic pur- poses, the variations in the different linguistic features (at the syntac- tic, semantic, phonetic-phonological, and textual levels), as well as the socio-pragmatic aspects of interlinguistic and intercultural com- munication in English. The aim of this chapter is to contribute to studies on Interna- tional English by investigating aspects of L2 pronunciation in Eng- lish. Specifically, the object of the present investigation is the com- parison of prosodic patterns in English sentences produced by native and non-native (i. e., Italian) speakers. Because the Italian...

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