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35 - Bridging the Gap between Bilingual Phonetic Research and Pronunciation Teaching

from Part VI - Variables and Outcomes of Bilingual Speech

Published online by Cambridge University Press:  14 November 2024

By
John M. Levis  and
Charlie Nagle
Edited by
Mark Amengual
Mark Amengual
Affiliation:
University of California, Santa Cruz
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Summary

Pronunciation teaching is often based on assumptions that learners are monolingual speakers, with the sound system of their native language determining the segmental and suprasegmental difficulties that mark learners’ foreign accents. However, many, if not a majority of speakers of other languages come to pronunciation with more than one language under their command. These bilingual/multilingual speakers are the norm in a globalized world, but how we teach pronunciation rarely accounts for the knowledge and skills these speakers bring to the learning of pronunciation. This chapter describes how the characteristics of bilingual speakers suggest how pronunciation teaching can be reimagined to take into account the range and flexibility of bilingual speakers in using multiple languages. Specifically, we argue that taking a nativeness viewpoint is inconsistent with taking a bilingual viewpoint and calls for pedagogical techniques that build on the kinds of needs bilingual speakers have in pronouncing additional languages.

Keywords

cross-linguistic influencepronunciation teachingperceptionproductionintelligibilitycomprehensibilityaccentednessprioritiescontrastive analysisSpeech Learning ModelL3 learningsocial factorslearning strategiesassessment
Type
Chapter
Information
The Cambridge Handbook of Bilingual Phonetics and Phonology , pp. 791 - 812
Publisher: Cambridge University Press
Print publication year: 2024

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