Moving English Pronunciation Teaching Approach Beyond Native-like Proficiency or Standard Models:International Mutual Intelligibility and Lingua Franca Core(LFC)

As English serves as an international language(or Lingua Franca),increasing attention is paid to English pedagogy of English as International Language(EIL).This essay maintains that international mutual intelligibility is a more practical and achievable goal in English pronunciation pedagogy,compared with native-like proficiency and various of standard English.Meanwhile,Jenkins(2000)’s Lingua Franca Core(LFC),a Phonological Core for EIL,is briefly introduced.

通用语背景下的中国英语语音教学思考

随着英语成为全球通用语,非本族语使用者的数量已超过本族语使用者。上世纪五十年代以来,以英式英语和美式英语为标准的本族语语音范式不断受到质疑。在通用语语境中,相互可理解性逐步成为受到认可的新的语音标准。本文根据Jenkins提出的通用语核心语音理论和多年的教学研究与实践,提出应在教学中涵盖核心语音层面内容并有意识地增加适应性能力训练,以顺应英语作为全球通用语在世界各地的发展,促进国内英语语音教学的改革。

Jenkins著《英语作为国际通用语的语音》评介

J.Jenkins在《英语作为国际通用语的语音》一书中分析了大量通用语语境中的英语语料,考察了英语作为国际通用语的语音现状及其相互可理解性和可接受性,同时在考虑了语音项目的“可教性”之后,大胆地提出了一套简便、务实的通用语核心语音。该书的主要观点对我国英语语音教学具有一定启示作用。

Discourse Intonation and Teacher Cognition

This study examines the relationship between discourse intonation （henceforth DI） and teacher cognition. Drawing on the rich literature on the teacher cognition in grammar, this study borrows some relevant insights for a better understanding of the relationship between teacher cognition and DI. Following a qualitative treatment, the study concludes that instruction on D1 is a dynamic debate fed by both teacher training and teachers＇ experience of teaching and learning in general, which leads into suggesting the need for any teacher training on DI to take into account both DI knowledge as well as teacher core and peripheral belief. The contribution of the study lies in its tapping of a relatively poorly investigated area and offering advances on the many negative or simplistic teacher attitudes regarding intonation instruction as expressed in the literature, as well as in bringing to the surfaces something which teachers sometimes are not explicitly aware of.

通用语视角下的大学英语语音多元化教学探究——以《新标准大学英语视听说》为例

利用言语变体实验技术测试某民航院校大学管制专业二年级学生共165位学生对13种英语口音变体的辨识能力和语言态度,结果显示在辨识能力方面,中国学生对东北腔英语的熟悉程度最高。在语言态度方面,被试对中国东北腔口音的认同度却很低。被试语言能力和语言态度之间的不一致暴露出中国高校传统的本族语语音教学模式的局限性。本文以《新标准大学英语视听说》为例实行英语语音多元化教学:对于英式发音和美式发音,要求学生系统掌握两者的差异,确保自己被人听懂;对于典型的英语口音变体则运用通用语共核理论指导语音教学,要求学生掌握属于通用语核心范畴的语音现象,确保自己能听懂别人。

英语语音教学目标初探——浅析互懂性原则与本族语原则(英文)

当今世界,英语为非母语的学习者,使用者不断增加,大大超过了母语为英语的使用者。如此广泛地应用确立了英语作为国际语言的地位。然而,在英语繁荣发展的同时,英语教学方法仍拘泥于传统,略显陈旧。就英语口语学习来说,教学依然固守并仅限于遵循母语使用标准。本文从英语国际化角度,试比较传统英语教学标准与英语作为共通语言前提下注重交际的语音教学标准,通过探讨师生英语口语教学与学习的首要目标,分析不同的英语语音教学方法。最后,本文介绍了英语作为国际共通语背景下新的语音教学方法,并对其核心教学要求做了详细阐释。

ELF-based Pronunciation Teaching in China

Many scholars nowadays suggest that English teaching in places such as China should be based on English as a Lingua Franca (ELF) rather than native-speaker styles of speech. Crucial for this is the Lingua Franca Core (LFC), the set of pronunciation features that are claimed to be essential for international intelligibility. This paper considers the LFC in the context of China, to determine which of the features of English pronunciation that typically occur with speakers from China should be a priority for teachers. In addition, the paper discusses accommodation to the needs of listeners, something that is a central component of ELF-based teaching, and it notes that the teaching of accommodation skills is practical, attainable, and fun.