Question

wt does the writer say about pronunciation and the use of stress by native speaker of English
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Answer 1

Answer:

Traditionally, pronunciation was taught by reference to

native-speaker models. However, as speakers around the

world increasingly interact in English as a lingua franca

(ELF) contexts, there is less focus on native-speaker targets, and there is wide acceptance that achieving intelligibility is crucial while mimicking native-speaker pronunciation is not important. However, if there is no clear model

to refer to, how do we give guidance to students about how

to improve their pronunciation, and how do we determine

what needs to be fixed in order to enhance intelligibility?

This article considers teaching pronunciation in ELF contexts, making reference to a corpus of interactions recorded in Brunei involving 41 speakers from various countries

in Southeast Asia, particularly focusing on stress patterns,

to see what impact variant stress has on intelligibility. It

is found that there is some evidence that word stress may

contribute to misunderstandings occurring in ELF interactions.

Traditionally, pronunciation was usually taught by reference

to a native-speaker model, generally Received Pronunciation

(RP) British English (for example, Roach, 2009) or General

American English (for example, Celce-Murcia, Brinton, & Goodwin,

2010). While such models of pronunciation continue to work well for

people whose language goals include regular interactions with native

speakers—especially those who desire to live in places such as Britain

or America—they may not be so appropriate for learners of English

who primarily want to communicate effectively with other nonnative speakers in an increasingly globalized world. Indeed, as speakers

around the world interact more and more in English as a lingua franca

(ELF) contexts where most participants are not native speakers, the

Explanation:

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