A brief analysis of reasons why pronunciation and the IPA should be explicitly taught in English lessons. Done with fellow professor Adriana Rivera in 2009.

1. TEACHINGPRONUNCIATION Adriana Rivera and Víctor Lugo Bowler B. & Parminter S. (1992) Headway pre-intermediate pronunciation. Oxford: Oxford University Press. (p. 47)

2. Jenkins (2002) suggests the importance of the fact that Non-Native Speakers (NNS) of English outnumber Native Speakers (NS), as the key factor to teach pronunciation to guarantee intelligibility in communication. WHYSHOULDWETEACHPRONUNCIATION?

3. TEACHING PRONUNCIATION: METHODOLOGICAL VARIATION Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996).

4. TEACHING PRONUNCIATION: METHODOLOGICAL VARIATION Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996).

5. Sound-Colour Chart Gattegno C. English Fidel. Educational(1978) Solutions, Inc

6. The First English Word Chart Gattegno C. (n.d.) The First English Word Chart. Retrieved on March 20, 2009 from http://pagesperso-orange.fr/une.education.pour.demain/materiels_pedago/sw/swengcharts/swword1.htm

7. TEACHING PRONUNCIATION: METHODOLOGICAL VARIATION Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996).

8. TEACHING PRONUNCIATION: METHODOLOGICAL VARIATION Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996).

9. The IPA was the result of the Reform Movement in language teaching. Henry Sweet, Wilhelm Viëtor and Paul Passy formed the International Phonetic Association in… THE IMPORTANCE OF THE IPA 1886

10. The International Phonetic Alphabet

11. The IPA Phonetic Alphabet for English

13. Sounds

14. Rhythm and stress

15. Flow of speech(wordlinking, coarticulation, intonation)

16. Accent (RPor GA)

17. Three concepts by Smith & Nelson (1985)

18. Intelligibility.

19. Comprehensibility.

20. InterpretabilityWHAT DO WEHAVETOTAKEINTOACCOUNTTOTEACHPRONUNCIATION?

21. For the sake of intelligibility, Jenkins (2002) proposed focusing on the following issues, because “it is likely to be more effective than attending to every detail in which a NNS’s pronunciation differs from that (standard) pronunciation of an NS”. (p. 96) 1. The consonant inventory with some provisos. 2. Additional phonetic requirements. 3. Consonant clusters. 4. Vowel sounds. 5. Production and placement of core (tonic) stress.

22. FINAL CONSIDERATIONS Take into account your learners’ needs and background to teach pronunciation. Consider intelligibility and ELF to make decisions about this issue. Train yourself in the use of IPA. Improve your own pronunciation.

24. Bowler B. & Parminter S. (1992) Headway pre-intermediate pronunciation. Oxford: Oxford University Press. Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press, UK. Colorado State University. (n.d.). Teaching pronunciation. Retrieved on March 18, 2009 from http://writing.colostate.edu/guides/teaching/esl/pronunciation.cfm. Jenkins, J. (2006) Current perspectives on teaching World Englishes and English as a Lingua Franca. TESOL Quarterly, 40, (1), 157-181. Retrieved on March 16, 2009 from http://www2.hawaii.edu/~cmhiggin/PDFs/Jenkins%20TQ%202006.pdf. Jenkins, J. (2002) A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics; Mar 1, 2002; 23, 1; ProQuest Humanities Module pg. 83. Pickering, L. (2006). Current research on intelligibility in English as a Lingua franca. Annual Review of Applied Linguistics. 26, 219-233. Cambridge: Cambridge University Press. The full IPA alphabet was retrieved on March 20, 2009 from http://quiben.typepad.com/photos/uncategorized/ipa_chart_c2005_1.png Ur, P. (2007) A Course in language Teaching.: Practice and Theory. Cambridge: Cambridge University Press. REFERENCES