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Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting.
This book offers principled guidance for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it facilitates teachers and students in critically exploring English intelligibility within their own sociolinguistic and educational contexts and questioning the perceived importance of native speaker pronunciation.
The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes and English as a Lingua Franca settings.
Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.
— Andy Kirkpatrick, Professor Emeritus, Griffith University, Australia
This volume will make a fascinating read for anyone interested in new orientations to pronunciation and its teaching in relation to World Englishes and English as a lingua franca. While focusing on the Hong Kong context, its comprehensive but highly readable coverage of the theoretical background and its original perspective will resonate widely.
— Jennifer Jenkins, Emeritus Professor, University of Southampton, UK
The volume provides a thoughtful and research-driven intelligibility-oriented approach to English pronunciation teaching within a multilingual framework, using Hong Kong English as a case study. As the book offers practical frameworks for teachers to integrate intelligibility principles into curricula, classroom practice, and assessment in multilingual contexts, it is a wonderful resource for teachers and researchers interested in pronunciation teaching.
— Jette G. Hansen Edwards, The Chinese University of Hong Kong
Jim Y. H. Chan is a Lecturer in the School of Education, Communication and Language Sciences at Newcastle University, UK. His research explores World Englishes, English as a Lingua Franca, Teaching English as an International Language, multilingual education, language attitudes and collaborative online international learning.
Margaret M. Lo is an independent scholar and teacher educator specialising in English language education. Her work focuses on critical literacy and critical pedagogy, engaging with sociopolitical theories of teaching and inclusive classroom practices.
Acknowledgements
Introduction
Part 1: The Global and Local Sociolinguistic Context and Hong Kong English
Chapter 1. World Englishes and English as a Lingua Franca Research, and the Intelligibility-Oriented Approach
Chapter 2. Language Use, Attitudes and Identity in Hong Kong
Chapter 3. Hong Kong English and its Variations
Part 2: Pronunciation Teaching in School Education
Chapter 4. The Role of Pronunciation in Hong Kong’s English Language Education: Policy, Assessment, and Teachers’ Perspectives
Chapter 5. Pronunciation Teaching Practice: Teaching Strategies and Corrective Feedback
Part 3: Developing the Contextualised, Intelligibility-Oriented Approach
Chapter 6. Prioritisation of Features and the Intelligibility-Oriented Approach
Chapter 7. Intelligibility-Oriented Pronunciation Teaching in English Language Lessons
Conclusion
References
Index