Framing the Teaching of Pronunciation

Abstract

Pronunciation teaching is framed within the wider context and historical development of language theory and pedagogy, in relation to contexts and understandings about language, language learning, and language pedagogy, and to the decision-making criteria that teachers need to consider in designing instruction. In their curricular planning, teachers make decisions about pronunciation models, curricular goals, and priorities, always in relation to their particular students and the types of interactions they need English for, whether communicating with other L2 speakers or with L1 English speakers. The proposal of a “Lingua Franca Core” to ensure minimal intelligibility in English as an International Language (EIL) contexts is reviewed, and two case studies illustrate how student needs and context of language use can determine teaching practices as a form of applied research.