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.
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien, 2005, 2008. 476 pp.
Contents: Joanna Przedlacka: Models and Myth: Updating the (Non)standard Accents – Dennis R. Preston: How Can You Learn a
Language that Isn’t There – Barbara Seidlhofer: Language Variation and Change: The Case of English as a Lingua Franca – Peter
Trudgill: Native Speaker Segmental Phonological Models and the English Lingua Franca Core – J. C. Wells: Goals in Teaching
English Pronunciation – Sylwia Scheuer: Why Native Speakers are (Still) Relevant – Włodzimierz Sobkowiak: Why Not LFC? – Jolanta
Szpyra-Kozłowska: Lingua Franca Core, Phonetic Universals and the Polish Context – Geoffrey Schwartz: The Lingua Franca Core
and the Phonetics-Phonology Interface – Jennifer Jenkins: Misinterpretation, Bias, and Resistance to Change: The Case of the
Lingua Franca Core – Peter Trudgill: Finding the Speaker-listener Equilibrium: Segmental Phonological Models in EFL – Ewa
Waniek-Klimczak/Karol Klimczak: Target in Speech Development: Learners’ Views – Katarzyna Janicka/Małgorzata Kul/Jarosław
Weckwerth: Polish Students’ Attitudes to Native English Accents as Models for EFL Pronunciation – Michał Remiszewski: Lingua
Franca Core: Picture Incomplete – Esther Grabe/Greg Kochanski/John Coleman: The Intonation of Native Accent Varieties in the
British Isles: Potential for Miscommunication? – John M. Levis: Comparing Apples and Oranges? Pedagogical Approaches to Intonation
in British and American English – Jane Setter: Communicative Patterns of Intonation in L2 English Teaching and Learning: The
Impact of Discourse Approaches – Peter Roach: Representing the English Model – J. C. Wells: Abbreviatory Conventions in Pronunciation
Dictionaries – Clive Upton/Lawrence M. Davis/Charles L. Houck: Modelling RP: A Variationist Case – Magdalena Wrembel: An Overview
of English Pronunciation Teaching Materials. Patterns of Change: Model Accents, Goals and Priorities – Dafydd Gibbon: Afterword:
Navigating Pronunciation in Search of the Golden Fleece.