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How Should We Counter Challenges in Teaching Pronunciation for EIL?

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Title: How Should We Counter Challenges in Teaching Pronunciation for EIL?
Language: English
Authors: Nangimah, Musrifatun
Source: Journal of English Teaching. Feb 2020 6(1):24-39.
Availability: Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Descriptive
Descriptors: English (Second Language), Second Language Instruction, Pronunciation, Dialects, Language Teachers, Teaching Methods, Phonology, Teacher Attitudes, Faculty Workload, Instructional Materials, Self Esteem, Foreign Countries, Student Needs, Lesson Plans, Interpersonal Communication, Audiolingual Methods, Language Fluency, Communication Skills, Listening Skills, Speech Skills, Learning Activities
Geographic Terms: Indonesia
ISSN: 2087-9628
Abstract: English as an international language (EIL) deals with the use of English in wider communication, both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer normbound is needed. Teaching pronunciation for EIL, especially should provide a variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students' L1 phonological system, teachers' strong and long-standing belief about unnecessary pronunciation, teachers' excessive workload and insufficient teaching materials, and teachers' lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1266041
Database: ERIC
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  Data: Journal of English Teaching. Fakultas Keguruan dan Ilmu Pendidikan (FKIP) UKI, Jalan Mayjen Sutoyo No. 2, Cawang, Jakarta, Timur, 13630, Indonesia. Tel:+62-21-8092425 ext. 310, 315; e-mail: jet@uki.ac.id; Web site: http://ejournal.uki.ac.id/index.php/jet
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  Data: English as an international language (EIL) deals with the use of English in wider communication, both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer normbound is needed. Teaching pronunciation for EIL, especially should provide a variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students' L1 phonological system, teachers' strong and long-standing belief about unnecessary pronunciation, teachers' excessive workload and insufficient teaching materials, and teachers' lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.
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      – Text: English
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        PageCount: 16
        StartPage: 24
    Subjects:
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Pronunciation
        Type: general
      – SubjectFull: Dialects
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Phonology
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Faculty Workload
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Needs
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Interpersonal Communication
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      – SubjectFull: Audiolingual Methods
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      – SubjectFull: Language Fluency
        Type: general
      – SubjectFull: Communication Skills
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      – SubjectFull: Listening Skills
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      – SubjectFull: Speech Skills
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      – SubjectFull: Learning Activities
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      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: How Should We Counter Challenges in Teaching Pronunciation for EIL?
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