Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching

Abstract

Abstract Pronunciation models in the teaching of English as a second language (ESL) and English as foreign language (EFL) are changing. This paper reviews purposes for pronunciation teaching, questions the hegemony of native English speaker (NES) models, and explores the possibility of incorporating at least some attention to non-native English speaker (NNES) models when teaching ESL or EFL pronunciation. A premise is that samples of non-native English (NNE) speech are useful as pronunciation models as long as they are intelligible and comprehensible. Two advantages of working with illustrations of intelligible, comprehensible NNE language samples are their transparency as aspirational models and relevance to learners' pronunciation needs. In support of this position, the paper reports questionnaire research through which 34 specialists in pronunciation teaching characterized the qualities of a recorded speech sample of an NNES, the award winning film actor Javier Bardem. One purpose was to determine if Bardem is a comprehensible NNES. A second purpose was to characterize qualities of Bardem's speech as a way of informing pronunciation pedagogy. The changes in instructional perspectives and teaching practices the paper proposes reject a deficit model of NNE pronunciation and foreground positive dimensions of what intelligible, comprehensible NNESs are able to do well.