Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review
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| Název: | Beyond ideologies of nativeness in the intelligibility principle for L2 English pronunciation: A corpus-supported review |
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| Autoři: | Jeong, Hyeseung, Senior Lecturer, 1969, Lindemann, Stephanie |
| Zdroj: | System (Linköping). 129 |
| Témata: | ideologies of nativeness, intelligibility principle, English language teaching (ELT), mutual responsibility for intelligibility, comprehensibility, Equitable L2 pronunciation teaching and research, utbildningsvetenskap med inriktning mot språk och språkutveckling, Education in Languages and Language Development, språkdidaktik, Language Education, English, engelska, Linguistics, lingvistik |
| Popis: | The intelligibility principle for second language (L2) pronunciation challenges the nativeness principle that suggests that L2 speakers’ goal should be nativelike pronunciation. However, in this corpus-supported review of studies based on the intelligibility principle, we show that the understanding of the principle is still underpinned by what we term ideologies of nativeness, which favor speakers of privileged first language (L1) varieties and undermine other L1 and L2 World Englishes speakers. We focus on discourses surrounding the two most prominent keywords: errors, frequently used to describe proficient L2 speech and blame it for compromised intelligibility, and comprehensibility, often uncritically used to gauge listeners’ understanding although it measures subjective perception and can be closely associated with nativeness. Such discourses can obscure a more complete understanding of communication that acknowledges variation in L1 speech and the mutual nature of communication, as well as contribute toward negative perceptions of L2 speakers. Based on our review, we suggest that teachers avoid prescribed pronunciation models, instead helping learners develop their pronunciation based on a broad perceptual repertoire. We further recommend that researchers focus on how communication difficulties are successfully repaired without relying on prescribed pronunciation norms, recognizing mutual responsibility and accountability for intelligibility by all interlocutors. |
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| Přístupová URL adresa: | https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-238238 https://doi.org/10.1016/j.system.2025.103599 |
| Databáze: | SwePub |
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Nájsť tento článok vo Web of Science | Abstrakt: | The intelligibility principle for second language (L2) pronunciation challenges the nativeness principle that suggests that L2 speakers’ goal should be nativelike pronunciation. However, in this corpus-supported review of studies based on the intelligibility principle, we show that the understanding of the principle is still underpinned by what we term ideologies of nativeness, which favor speakers of privileged first language (L1) varieties and undermine other L1 and L2 World Englishes speakers. We focus on discourses surrounding the two most prominent keywords: errors, frequently used to describe proficient L2 speech and blame it for compromised intelligibility, and comprehensibility, often uncritically used to gauge listeners’ understanding although it measures subjective perception and can be closely associated with nativeness. Such discourses can obscure a more complete understanding of communication that acknowledges variation in L1 speech and the mutual nature of communication, as well as contribute toward negative perceptions of L2 speakers. Based on our review, we suggest that teachers avoid prescribed pronunciation models, instead helping learners develop their pronunciation based on a broad perceptual repertoire. We further recommend that researchers focus on how communication difficulties are successfully repaired without relying on prescribed pronunciation norms, recognizing mutual responsibility and accountability for intelligibility by all interlocutors. |
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| ISSN: | 0346251X 18793282 |
| DOI: | 10.1016/j.system.2025.103599 |