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The fear of the native speaker

Jon Naunton is a freelance teacher and materials writer. He is co-author of Business Result, and Oil and Gas 2 in the Oxford English for Careers series. This post, originally published in Dialogue Magazine, explores why non-native speakers are often nervous about conversing with native speakers.

Two people looking nervous

Those of us who have taught foreign execs learn early on that they would far rather speak English with other non-native speakers than with an English person, or – heaven forbid – an American.

Executives with status and responsible positions in international companies often dread encounters with mother tongue speakers that leave them feeling confused, infantilized and at a disadvantage. These two stories may help to explain why.

I live near a small town in France that attracts its fair share of tourists. Over the summer I was in the newsagents when a man in a blazer and shorts approached the counter. ‘Have you got my copy of the Daily Mail?’ he barked. ‘You said you’d keep it to one side.’ The shopkeeper looked at him blankly. ‘My Daily Mail!’ the visitor continued in a slowly enunciated bellow. ‘Have – you – kept – it – back – for – me?’ When the shopkeeper shrugged helplessly, Daily Mail man turned around, muttering to himself, and left.

Recently at our local airport, blessed by Ryan Air, I met an English aeronautical engineer seconded to a British owned French subsidiary. In the four years that he had been there his wife had picked up quite a bit of French but I had to contain my surprise when I heard him order lunch. His French was, at best, basic. Linguistically speaking, his knuckles were scraping the ground. I was left wondering how he got by with his French colleagues.

Now, I know there is a danger in generalizing from the particular, but I won’t let it stop me. I would argue that Daily Mail man and airport man are fairly representative of how the English perform in other tongues. The use of English as a lingua franca has made us lazy, and Daily Mail man would have been raised in the conviction that it was his God-given right to be understood wherever he trod on foreign soil.

Yet in my opinion, their lack of ease in French goes deeper than either consideration, and has a lot to do with how foreign languages are taught in England. Part of the problem is to do with time – language lessons in England receive far fewer classroom hours than most other EU countries, and it is possible to drop a foreign language at the tender age of fourteen. It doesn’t matter whether it is a sport, a musical instrument or any other skill including languages – you have to put in the hours to achieve a decent level. Time and practice are crucial.

The next problem is to do with expectations. When my nephew started French at secondary school, his homework for week one was to learn numbers one to five. For week two it was six to ten. As part of an exciting school project the kids in his class were supposed to create a French market by drawing cards of fruit and vegetables. My nephew’s task was to draw a big pile of plums – prunes in French – which he duly did. I am certain that he will never forget the word for plum but I wonder if his time could have been – excuse the pun – more fruitfully employed. Nevertheless, on parents’ evening the class’s handiwork was displayed as a reminder of the school’s commitment to excellence in foreign languages.

The net result is that the average English person has such a poor grasp of what it is to tussle with a language that he cannot even begin to comprehend where the difficulty lies when he runs into communication problems. Even when English is used as a lingua franca the native speaker can get into trouble. He is less able to modify his language to accommodate the language level of the person he is trying to communicate with. Once he has received the signal that the other person speaks some English no further effort is made to modify or ‘grade’ his language. This behaviour, wrongly classified as arrogance, is due to benign indifference or being oblivious of any problem in the first place.

All this may go to show why most non-native speakers are happier communicating with English as their common language than having to cope with an unaccommodating monoglot who simply can’t recognize the problem. I sympathize with the reluctance of some EU members (notably France) of adopting English as the principal language of Brussels and Strasbourg, thereby reducing the annual billion Euro interpreting and translating bill. Were this to happen it might confirm the attitude of the English to learning other languages and make matters even worse.

What do you prefer – communicating in English with native or non-native speakers? Share your thoughts below.

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Pronunciation Matters – Part 2

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.

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Pronunciation Matters – Part 1

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.

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