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Continuing from last week’s post about teaching pronunciation, Robin Walker, author of Teaching the Pronunciation of English as a Lingua Franca, talks to us about the challenges of teaching and learning pronunciation.

Q: What are the challenges for teachers when teaching pronunciation?

RW: The main challenge is the need to gain and maintain an adequate level of pronunciation knowledge and competence in each of three areas:

• your own competence in the pronunciation of English. This doesn’t mean having a perfect accent (whatever that means), but there is obviously a minimum competence with pronunciation, just as there is with grammar or vocabulary.
• your knowledge of how the pronunciation of English works. Obviously if you don’t understand this, it’s unlikely that you’ll be very effective in helping your learners to improve their pronunciation.
• your competence in terms of teaching strategies and techniques. It’s not enough to know ‘about’ pronunciation, or even to be a native speaker. You also need to know as much as you can about teaching pronunciation to others.

Q: What challenges do students face when learning pronunciation?

RW: The first challenge is to do with the distance between their mother-tongue pronunciation and that of English. In that respect Dutch, Polish, or Scandinavian students, for example, have a lot less of a mountain to climb than Spanish, Greek, or Japanese learners.

A major challenge for most adult learners of English, however, is to ‘re-tune’ their ears so that they become sensitive to sounds and other features of English that don’t exist in their mother tongue pronunciation. I’m struggling right now with some of the consonants of Polish precisely because we don’t have these sounds in English. And if you can’t hear a sound, you’re not going to be able to pronounce it.

And an increasing challenge now that English is a lingua franca is the variation in accents – both non-native speaker and native speaker – that learners will encounter as they travel around the world and put their English to use.

Continue reading ‘Pronunciation Matters – Part 2′

Pronunciation could be a tricky area for both students and teachers, but it is a vital skill for students if they wish to be understood in the real world. Pronunciation expert, Robin Walker, author of Teaching the Pronunciation of English as a Lingua Franca, gives his views on teaching pronunciation.

Q: How has the attitude to teaching pronunciation changed recently (if at all)?

RW: I don’t really know, but if I think about pronunciation at teacher’s conferences, I have to conclude that the attitude most prevalent today is lack of interest. There are very few talks on pronunciation at conferences now, and attendance at these talks is too often closer to ten than to a hundred and ten. Similarly, if you browse through teacher’s magazines, you don’t find too many articles or regular features on pronunciation.

Q: Does pronunciation matter?

RW: Teachers know from experience that poor pronunciation means poor fluency – you can’t be fluent if you can’t get your tongue around a sound, or get the words out of your mouth. In fact, learners actually avoid words or grammatical structures that they find difficult to pronounce. Then of course, if your pronunciation is poor, listening can be a nightmare, either because you simply don’t hear key sounds or words, or because you have to dedicate so much processing power to listening that your brain very quickly overloads and blocks.

Less obvious is the impact of poor pronunciation on reading and writing. At the level of writing, the impact might be merely anecdotal. My students would often write ‘crap’ instead of ‘crab’ because of limitations in their pronunciation. But at the end of her talk on L2 reading at the 2008 IATEFL Conference, OUP author Catherine Walter told the audience that if their learners wanted to read better, they would have to improve their pronunciation. She was not being facetious here. She was basing this invaluable piece of advice on serious academic research into how we read.

Speaking, listening, writing, reading – competence in all four skills is closely related to competence in pronunciation. The same is obviously true for vocabulary, and even for grammar, as is witnessed by the pronunciation CD that accompanies the Oxford English Grammar Course.

Continue reading ‘Pronunciation Matters – Part 1′