Abstract
Abstract Levis (2005) named two conflicting approaches to pronunciation teaching, the Nativeness Principle and the Intelligibility Principle. This paper revisits those two principles to argue for the superiority of the Intelligibility Principle in regard to where pronunciation fits within the wider field of language teaching, in how it effectively addresses teaching goals, in how it best addresses all contexts of L2 pronunciation learning, and in how it recognizes the reality of social consequences of pronunciation differences. In contrast, the Nativeness Principle, despite its long pedigree and many defenders, falls short by advocating native pronunciation for L2 learners, which is both unlikely to be achieved and unnecessary for effective communication in the L2.
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