Notes FAQ Contact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ752932
Record Type: Journal
Publication Date: 2005-Sep
Pages: 9
Abstractor: ERIC
Reference Count: 22
ISBN: N/A
ISSN: ISSN-0039-8322
Changing Contexts and Shifting Paradigms in Pronunciation Teaching
Levis, John M.
TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, v39 n3 p369-377 Sep 2005
The history of pronunciation in English language teaching is a study in extremes. Some approaches to teaching, such as the "reformed method" and "audiolingualism", elevated pronunciation to a pinnacle of importance, while other approaches, such as the "cognitive movement" and early "communicative language teaching," mostly ignored pronunciation. Furthermore, to a large extent, pronunciation's importance has always been determined by ideology and intuition rather than research. In this article, the author further discusses the two contradictory principles where pronunciation research and pedagogy have been long influenced: (1) the nativeness principle; and (2) the intelligibility principle. (Contains 2 figures.)
Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Tel: 888-547-3369; Tel: 703-836-0774; Fax: 703-836-7864; Fax: 703-836-6447; e-mail: info@tesol.org; Web site: http://www.tesol.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A