Intelligibility-based Instruction and English as a lingua franca

John Hodgetts

doi:10.18778/1731-7533.23.10

Authors

John Hodgetts University of Lodz

DOI:

https://doi.org/10.18778/1731-7533.23.10

Keywords:

ELF, intelligibility, comprehensibility, accentedness, nativeness

Abstract

This paper draws heavily from my previous work on intelligibility (Hodgetts, 2020). It advocates basing pronunciation instruction on intelligibility goals, rather than native-like production goals and investigates the research available on the segmental and suprasegmental features that should be prioritized in order to enhance intelligibility and comprehensibility. First, the Chapter defines and explains the concepts of intelligibility, comprehensibility and accentedness, before discussing the merits of native and intelligibility-based targets of instruction in various contexts. It then examines which elements of segmental and suprasegmental language instruction might be included in an intelligibility-based syllabus. The crucial role of the listener is explored, as is the issue of English used as a lingua franca.

Author Biography

John Hodgetts, University of Lodz

John Hodgetts is an Adjunct (Assistant Professor) at the University of Lodz. His main research area is intelligibility, and particularly, how a focus on intelligibility can facilitate effective pronunciation instruction in particular instruction contexts. His book ‘Pronunciation Instruction in English for Academic Purposes: An Investigation of Attitudes, Beliefs and Practices’ was published in 2020. He has taught in both the EFL sector in Poland and the EAP sector at universities in the UK.

References

Baker, A., & Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 28(2), 29–50. https://doi.org/10.18806/tesl.v28i2/1071
Google Scholar DOI: https://doi.org/10.18806/tesl.v28i2.1071

Bohn, H., & Hansen, T. (2017). Assessing pronunciation in an EFL context: Teachers’ orientations towards nativeness and intelligibility. Language Assessment Quarterly, 14(1), 54–68. https://doi.org/10.1080/15434303.2016.1256407
Google Scholar DOI: https://doi.org/10.1080/15434303.2016.1256407

Brazil, D. (1994). Pronunciation for advanced learners of English (Teacher’s book). Cambridge: Cambridge University Press.
Google Scholar

Brown, A. (1991). Functional load and the teaching of pronunciation. In A. Brown (Ed.), Teaching English pronunciation: A book of readings (pp. 211–224). London: Routledge.
Google Scholar

Browne, K., & Fulcher, G. (2017). Pronunciation and intelligibility in assessing spoken fluency. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation Assessment (pp. 37–53). Bristol: Multilingual Matters.
Google Scholar

Catford, J. C. (1988). Functional load and diachronic phonology. In Y. Tobin (Ed.), The Prague School and its legacy: In linguistics, literature, semiotics, folklore and the arts. (3–20). Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1075/llsee.27.04cat
Google Scholar DOI: https://doi.org/10.1075/llsee.27.04cat

Cauldwell, R. (2013). Phonology for listening. Birmingham: Speech in Action.
Google Scholar

Cauldwell, R. (2018). A syllabus for listening: Decoding. Speech in Action.
Google Scholar

Cauldwell, R. (2020, May 1). Listening decoding 01 Introduction [Video]. YouTube. https://www.youtube.com/watch?v=QQLLFQ_-VHs
Google Scholar

Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). New York & Cambridge: Cambridge University Press.
Google Scholar

Cook, V. J. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. https://doi.org/10.2307/3587717
Google Scholar DOI: https://doi.org/10.2307/3587717

Cook, V. J. (2008). Second language learning and language teaching (4th ed.). London: Hodder Education.
Google Scholar

Couper, G. (2017). Teacher cognition of pronunciation teaching: Teachers’ concerns and issues. TESOL Quarterly, 51(4), 820–843. https://doi.org/10.1002/tesq.354
Google Scholar DOI: https://doi.org/10.1002/tesq.354

Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press.
Google Scholar DOI: https://doi.org/10.1017/CBO9780511486999

Cutler, A. (1986). Forbear is a homophone: Lexical prosody does not constrain lexical access. Language and Speech, 29(3), 201–220. https://doi.org/10.1177/002383098602900302
Google Scholar DOI: https://doi.org/10.1177/002383098602900302

Cutler, A, Dahan, D., & van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40(2), 141–201. https://doi.org/10.1177/002383099704000203
Google Scholar DOI: https://doi.org/10.1177/002383099704000203

Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quaterly, 39(3), 543–550. https://doi.org/10.2307/3588494
Google Scholar DOI: https://doi.org/10.2307/3588494

Derwing, T. M. (2003).What do ESL students say about their accents? Canadian Modern Language Review, 59(4), 547–566. https://doi.org/10.3138/cmlr.59.4.547
Google Scholar DOI: https://doi.org/10.3138/cmlr.59.4.547

Derwing, T. M.,Diepenbrook, L. G.,& Foote, J. A. (2012).How well do general skills ESL textbooks ddress pronunciation? TESL Canada Journal, 30(1), 22–44. https://doi.org/10.18806/tesl.v30i1.1124
Google Scholar DOI: https://doi.org/10.18806/tesl.v30i1.1124

Derwing, T. M., Rossiter, M. J., & Munro, M. J. (2002). Teaching native speakers to listen to foreign accented speech. Journal of Multilingual and MulticulturalDevelopment, 23(4), 245–259. https://doi.org/10.1080/01434630208666468
Google Scholar DOI: https://doi.org/10.1080/01434630208666468

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–398. https://doi.org/10.2307/3588486
Google Scholar DOI: https://doi.org/10.2307/3588486

Derwing,T. M., & Munro, M.J. (2011).The foundations of accent and intelligibility in pronunciation research. Language Teaching, 44(3), 316–327. https://doi.org/10.1017/s0261444811000103
Google Scholar DOI: https://doi.org/10.1017/S0261444811000103

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. Amsterdam: John Benjamins.
Google Scholar DOI: https://doi.org/10.1075/lllt.42

Derwing, T. M., Munro, M. J., & Wiebe, G. (1997). Pronunciation instruction for ‘fossilized learners’: Can it help? Applied Language Learning, 8(2), 217–235. https://eric.ed.gov/?id=EJ567518
Google Scholar

Derwing, T. M., Thomson, R. I., & Munro, M. J. (2006). English pronunciation and fluency in Mandarin and Slavic speakers. System, 34(2), 183–193. https://doi.org/10.1016/j.system.2006.01.005
Google Scholar DOI: https://doi.org/10.1016/j.system.2006.01.005

Dickerson, W. B. (1990). Morphology via orthography: Avisual approach to oral decisions. Applied Linguistics, 11(3), 238–252. https://doi.org/10.1093/applin/11.3.238
Google Scholar DOI: https://doi.org/10.1093/applin/11.3.238

Elkins, C. (2023). Legacy of violence: A history of the British empire. Penguin Random House.
Google Scholar

Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. https://doi.org/10.2307/3588487
Google Scholar DOI: https://doi.org/10.2307/3588487

Foote, J. A., & McDonough, K. (2017). Using shadowing with mobile technology to improve L2 pronunciation. Journal of Second Language Pronunciation, 3(1), 34–56. https://doi.org/10.1075/jslp.3.1.02foo
Google Scholar DOI: https://doi.org/10.1075/jslp.3.1.02foo

Foote, J. A., Holtby, A. K., & Derwing, T. M. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1–22. https://doi.org/10.18806/tesl.v29i1.1086
Google Scholar DOI: https://doi.org/10.18806/tesl.v29i1.1086

Gass, S., & Varonis, E. M. (1984). The effect of familiarity on the comprehensibility of nonnative speech. Language Learning, 34(1), 65–87. https://doi.org/10.1111/j.1467-1770.1984.tb00996.x
Google Scholar DOI: https://doi.org/10.1111/j.1467-1770.1984.tb00996.x

Halliday, M. A. K., & Greaves, W. S. (2008). Intonation in the grammar of English. London: Equinox Publishing Ltd.
Google Scholar

Harding, L. (2017).What do raters need in a pronunciation scale? The user’s view. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment (pp. 12–34).Bristol: Multilingual Matters.
Google Scholar

Harmer, J. (2001). The practice of English language teaching (3rd ed.). Harlow, England: Pearson Education.
Google Scholar

Hincks, R. (2003). Speech technologies for pronunciation feedback and evaluation. ReCALL 15(1):3–20. https://doi.org/10.1017/S0958344003000211
Google Scholar DOI: https://doi.org/10.1017/S0958344003000211

Hincks, R.,& Edlund, J. (2009). Promoting increased pitch variation in oral presentations with transient visual feedback. Language, Learning and Technology, 13(3), 3–20. https://doi.org/10125/44190
Google Scholar DOI: https://doi.org/10.64152/10125/44190

Hodgetts, J. (2020). Pronunciation instruction in English for Academic Purposes. Cham, Switzerland: Springer Nature. https://doi.org/10.1007/978-3-030-56116-1
Google Scholar DOI: https://doi.org/10.1007/978-3-030-56116-1

Isaacs, T., & Trofimovich, P. (2012). Deconstructing” comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings. Studies in Second Language Acquisition, 34(4), 475–505. https://doi.org/10.1017/S0272263112000150
Google Scholar DOI: https://doi.org/10.1017/S0272263112000150

Jarosz, A. (2019). English pronunciation in L2 instruction: The case of secondary school learners. Cham, Switzerland: Springer.
Google Scholar DOI: https://doi.org/10.1007/978-3-030-13892-9

Jenkins, J. (1998).Which pronunciation norms andmodels for English as an international language? ELT Journal, 52(2), 119–126. https://doi.org/10.1093/elt/52.2.119
Google Scholar DOI: https://doi.org/10.1093/elt/52.2.119

Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Google Scholar

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford: Oxford University Press.
Google Scholar

Johnstone, R. (2002). Addressing ‘the age factor’: Some implications for languages policy. Council of Europe. Retrieved from: https://rm.coe.int/addressing-the-age-factor-some-implications-forlanguages-policy-/1680886e92
Google Scholar

Kachru, B. B. (1992). Teaching world Englishes. In B. B. Kachru (Ed.), The other tongue: English across cultures (2nd ed., pp. 355–365). Urbana, IL: University of Illinois Press.
Google Scholar

Kennedy, S., & Trofimovich, P. (2008). Intelligibility, comprehensibility, and accentedness of L2 Speech: The role of listener experience and semantic context. The Canadian Modern Language Review, 64(3), 450–489. https://doi.org/10.3138/cmlr.64.3.459
Google Scholar DOI: https://doi.org/10.3138/cmlr.64.3.459

Levis, J. M. (1999). Intonation in theory and practice, revisited. TESOL Quarterly, 33(1), 37–63. https://doi.org/10.2307/3588190
Google Scholar DOI: https://doi.org/10.2307/3588190

Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369–378. https://doi.org/10.2307/3588485
Google Scholar DOI: https://doi.org/10.2307/3588485

Levis, J. M. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge, UK & New York, NY: Cambridge University Press.
Google Scholar DOI: https://doi.org/10.1017/9781108241564

Levis, J. M., Derwing, T. M., & Sonsaat-Hegelheimer, S. (2022). Second Language Pronunciation: Bridging the Gap Between Research and Teaching. Wiley-Blackwell.
Google Scholar DOI: https://doi.org/10.1002/9781394259663

Levis, J. M., & Cortes, V. (2008). Minimal pairs in spoken corpora: Implications for pronunciation assessment and teaching. In C. A. Chapelle, Y. R. Chung, & J. Xu (Eds.), Towards adaptive CALL: Natural language processing for diagnostics language assessment (pp. 197–208). Ames, IA.: Iowa State University.
Google Scholar

Lewis, M. (1993). The lexical approach. Hove: Language teaching publications.
Google Scholar

Lewis, M. (2002). Implementing the lexical approach: Putting theory into practice (2nd ed.).Boston: Heinle.
Google Scholar

Lindemann, S. (2003). Koreans, Chinese, or Indians? Attitudes and ideologies about nonnative English speakers in the United States. Journal of Sociolinguistics, 7(3), 348–364. https://doi.org/10.1111/1467-9481.00228
Google Scholar DOI: https://doi.org/10.1111/1467-9481.00228

Lindemann, S. (2017). Variation or ‘Error’? Perception of pronunciation variation and implications for assessment. In T. Isaacs & P. Trofimovich (Eds.), Second Language Pronunciation Assessment (pp. 193–209). Bristol: Multilingual Matters.
Google Scholar

Littlewood, W. (1984). Foreign and second language learning: Language acquisition and its implications for the classroom. Cambridge: Cambridge University Press.
Google Scholar

Macdonald, S. (2002). Pronunciation-views and practices of reluctant teachers. Prospect, 17(3), 3–16. https://hdl.handle.net/1959.14/323083
Google Scholar

Marks, J. (2002). Pronunciation in the lexical approach. In M. Lewis (Ed.), Implementing the lexical approach (pp. 156–162). Boston: Heinle.
Google Scholar

McCarthy, M. (1991). Discourse analysis for language teachers. Cambridge: Cambridge University Press.
Google Scholar

McNerney, M., & Mendelsohn, D. (1992). Suprasegmentals in the pronunciation class: Setting priorities. In P. Avery & S. Ehrlich (Eds.), Teaching American English pronunciation (pp. 185–196). Oxford: Oxford University Press.
Google Scholar

Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 285–310. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x
Google Scholar DOI: https://doi.org/10.1111/j.1467-1770.1995.tb00963.x

Munro, M. J., & Derwing, T. M. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34(4), 520–531. https://doi.org/10.1016/j.system.2006.09.004
Google Scholar DOI: https://doi.org/10.1016/j.system.2006.09.004

Pawlak, M. (2011). Students’ successes and failures in learning foreign language pronunciation: Insights from diary data. In J. Arabski & A. Wojtaszek (Eds.), The acquisition of L2 phonology (pp. 165–182). Bristol: Multilingual Matters.
Google Scholar DOI: https://doi.org/10.21832/9781847693761-014

Phillipson, R. (2016). Native speakers in linguistic imperialism. Journal for Critical Education Policy Studies, 14(3), 80–96.
Google Scholar

Piasecka, L. (2011). The role of phonemic awareness in the development of L1 and L2 reading. In J. Arabski & A. Wojtaszek (Eds.), The acquisition of L2 phonology (pp. 108–122). Bristol: Multilingual Matters.
Google Scholar DOI: https://doi.org/10.21832/9781847693761-010

Piccardo, E. (2016). Council of Europe: Common European framework of reference for languages: Learning, teaching, assessment phonological scale revision process report. Retrieved from Council of Europe: https://rm.coe.int/phonological-scale-revision-process-report-cefr/168073fff9
Google Scholar

Pickering, L. (2001). The role of tone choice in improving ITA communication in the classroom. TESOL Quarterly, 35(2), 233–255. https://doi.org/10.2307/3587647
Google Scholar DOI: https://doi.org/10.2307/3587647

Pickering, L. (2009). Intonation as a pragmatic resource in EFL interaction. Intercultural Pragmatics, 6(2), 235–255. https://doi.org/10.1515/IPRG.2009.013
Google Scholar DOI: https://doi.org/10.1515/IPRG.2009.013

Pickering, L. (2017). The Routledge handbook of contemporary English pronunciation. Routledge.
Google Scholar

Richards, M. G. (2016). Not all word stress errors are created equal: Validating an English word stress error gravity hierarchy (Doctoral dissertation, Iowa State University, Ames, US). Retrieved from https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=7008&context=etd
Google Scholar

Roach, P. (1983). English phonetics and phonology. Cambridge: Cambridge University Press.
Google Scholar

Rossiter, M. (2003). ‘It’s like chicken but bigger’: Effects of communication strategy in the ESL classroom. The Canadian Modern Language Review, 60(2), 105–121. https://doi.org/10.3138/cmlr.60.2.105
Google Scholar DOI: https://doi.org/10.3138/cmlr.60.2.105

Seidlhofer, B. (2001). Closing a conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2), 133–158. https://doi.org/10.1111/1473-4192.00011
Google Scholar DOI: https://doi.org/10.1111/1473-4192.00011

Seidlhofer, B. (2011). Understanding English as a lingua franca. Oxford: Oxford University Press. https://doi.org/10.1002/9781405198431.wbeal0718.pub2
Google Scholar DOI: https://doi.org/10.1002/9781405198431.wbeal0243

Shockey, L. (2003). Sound patterns of spoken English. Oxford: Blackwell.
Google Scholar DOI: https://doi.org/10.1002/9780470758397

Shockey, L. (2011). Understanding L2 and the perspicacious Pole. In J. Arabski & A. Wojtaszek (Eds.), The acquisition of L2 phonology (pp. 27–36). Bristol: Multilingual Matters.
Google Scholar DOI: https://doi.org/10.21832/9781847693761-005

Sifakis, N. C., & Sougari, A.-M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers’ beliefs. TESOL Quarterly, 39(3), 467–488. https://doi.org/10.2307/3588490
Google Scholar DOI: https://doi.org/10.2307/3588490

Smith, L. E., & Nelson, C. (1985). International intelligibility of English: Directions and resources. World Englishes, 4(3), 333–342. https://doi.org/10.1111/j.1467-971X.1985.tb00423.x
Google Scholar DOI: https://doi.org/10.1111/j.1467-971X.1985.tb00423.x

Strauss, P. (2017). “It’s not the way we use English”-Can we resist the native speaker stranglehold on academic publications? Publications, 5(27), 1–7. https://doi.org/10.3390/publications5040027
Google Scholar DOI: https://doi.org/10.3390/publications5040027

Szpyra-Kozłowska, J. (2015). Pronunciation in EFL instruction. Clevedon, OH: Multilingual Matters.
Google Scholar DOI: https://doi.org/10.2307/jj.26932062

Thomson, R. I. (2018). High variability [pronunciation] training (HVPT): A proven technique about which every language teacher and learner ought to know. Journal of Second Language Pronunciation, 4(2), 208–231. https://doi.org/10.1075/jslp.17038.tho
Google Scholar DOI: https://doi.org/10.1075/jslp.17038.tho

Timmis, I. (2002).Native-speaker norms and international English: A classroom view. ELT Journal, 56(3), 240–249. https://doi.org/10.1093/elt/56.3.240
Google Scholar DOI: https://doi.org/10.1093/elt/56.3.240

Wagner, E., & Toth, P. D. (2017). The role of pronunciation in the assessment of second language listening ability. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment (pp. 72–92). Bristol: Multilingual Matters.
Google Scholar

Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford: Oxford University Press.
Google Scholar

Waniek-Klimczak, E. (2015). Factors affecting word stress recognition by advanced Polish learners of English. In E. Waniek-Klimczak & M. Pawlak (Eds.), Teaching and researching the pronunciation of English studies in honour of Włodzimierz Sobkowiak (pp. 189–204). Switzerland: Springer International Publishing.
Google Scholar DOI: https://doi.org/10.1007/978-3-319-11092-9_11

Waniek-Klimczak, E., Rojczyk, A.,&Porzuczek, A. (2015). Polglish’ in Polish eyes:What English studies majors think about their pronunciation in English. In E. Waniek-Klimczak & M. Pawlak (Eds.), Teaching and researching the pronunciation of English studies in honour of Włodzimierz Sobkowiak (pp. 23–24). Switzerland: Springer International Publishing.
Google Scholar DOI: https://doi.org/10.1007/978-3-319-11092-9_2

Wennerstrom,A. (1994). Intonational meaning in English discourse: A study of non-native speakers. Applied Linguistics, 15(4), 399–420. https://doi.org/10.1093/applin/15.4.399
Google Scholar DOI: https://doi.org/10.1093/applin/15.4.399

Zielinski, B. (2008). The listener: No longer the silent partner in reduced intelligibility. System, 36(1), 69–84. https://doi.org/10.1016/j.system.2007.11.004
Google Scholar DOI: https://doi.org/10.1016/j.system.2007.11.004