In the latest IATEFL eBulletin, Vice-President Péter Medgyes mentioned an article which ran in issue 51 of Speak Out! (the IATEFL PronSIG newsletter) about the importance of learners’ achieving native-like pronunciation (specifically, the RP accent). Unfortunately, he neglected to mention that this article was just one half of a pair!
The other half of the pair was written by my colleague Katy Simpson and me, and addresses some of the issues raised by the first article’s author. (You might be familiar with this ‘pair-of-articles’ format from the ELT Journal, which runs a well-known ‘Point and Counterpoint‘ feature.)
If you’re interested in pronunciation teaching, native-like pronunciation models, RP (Received Pronunciation) or the increasingly common use of English as an international language of communication, I’d encourage you to read both articles and engage with the authors in the debate.
If you don’t have access to the Speak Out! newsletter, you can either:
- contact IATEFL (generalenquiries [AT] iatefl [DOT] org) to buy your own copy of issue 51; or
- contact me and I’ll send you a PDF of the article I co-authored. (I’m afraid Katy and I cannot share the other article in the pair as we don’t hold the copyright, but you will understand the gist of it by reading ours, since ours was a response to its main points).
You can read both articles’ introductions in the ELF Pron blogpost below…
This post is just a quick one to mention an article by Katy and Laura which was recently published in issue 51 of Speak Out!, the newsletter of the IATEFL Pronunciation Special Interest Group (PronSIG).
Back in April 2014 at the IATEFL conference in Harrogate, we were invited by Robin Walker (editor of Speak Out!) to take part in a two-part journal-style debate (similar to the well-known ‘Point and Counterpoint‘ format in ELTj) with Frans Hermans, a teacher at Fontys University of Applied Sciences in the Netherlands.
The principle of such a pair of articles is simple: one puts forward an argument(s) reflecting one view on a particular issue (in this case, the importance of teaching students to adopt native-like pronunciation); the other article argues another side(s) of the matter.
Below, you can read the introductory paragraphs of these two articles. If you’d like to read our original article in full, feel…
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