Teaching pronunciation in the Indonesian context: A native speaker or ELF model?

Risa Fitria

Abstract


Today, the numbers of English speakers are geographically and culturally diverse. The discussion on which pronunciation model of English should be introduced to learners of English has become under discussion among English language practitioners. Should English teachers teach pronunciation aiming at near native accents or at intelligibility in which learners can understand different models of English? As a country where English is a foreign language and Non Native-English-Speaking Teachers (NNESTs) are vastly available, Indonesia has posed its uniqueness due to its diverse learners and teachers backgrounds. Under this circumstance, then, there has been a frequent question to whether NNESTs can help learners to develop their English pronunciation. This paper discusses English as a Lingua Franca (ELF) model as suggested by Jenkins (2000) in teaching English pronunciation that can be implemented in the Indonesian context. It suggests that what matters more to learners is improving their intelligibility in English pronunciation rather than aiming for near native accents. English teachers are encouraged to develop a pronunciation instruction that suits the learners needs and interests without discriminating any model of English. Finally, a conclusion is provided with my argument that ELF model will be a better model to be implemented in the teaching of pronunciation in the English classroom in Indonesia.


Keywords


ELF Model; Intelligibility; Lingua Franca Core; Teaching Pronunciation

Full Text:

PDF

References


Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1), 57-64. doi:10.1093/elt/56.1.57

Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford, UK: Oxford University Press.

Crystal, D. (2008). Two thousand million? English Today, 24(1), 3-6. doi:10.1017/S0266078408000023

Ministry of National Education. (2004). Kurikulum dan hasil belajar mata pelajaran bahasa Inggris sekolah lanjutan tingkat pertama [English curriculum and achievement for junior high school]. Jakarta, Indonesia: Pusat Kurikulum Balitbang Depdiknas RI.

Jenkins, J. (2000). The phonology of English as an international language. Oxford, UK: Oxford University Press.

Kachru, B.B. (1992). Models in non-native English. In B.B. Kachru (Ed.), The other tongue: English across cultures (2nd ed., pp. 48-74). Urbana, IL: University of Illinois Press.

Kirkpatrick, A. (2006). Which model of English: Native speaker, nativized or lingua franca? In R. Rubdy & M. Saraceni (Eds.), English in the world (pp. 71-83). New York, NY: Continuum.

Levis, J. M., Sonsaat, S., Link, S., & Barriuso, T. A. (2016). Native and nonnative teachers of L2 pronunciation: Effects on learner performance. TESOL Quarterly, 50(4), 894931. https://doi.org/10.1002/tesq.272

Mardijono, J. J. (2003). English accent evaluation: A study on Indonesian EFL learners' perception. K@ta, 5(2), 147-164.

McKay, S. L. (2002). Teaching English as an international language. Oxford, UK: Oxford University Press.

Modiano, M. (1996). The Americanization of Euro-English. World Englishes, 15(2), 207-215. doi:10.1111/j.1467-971X.1996.tb00106.x

Rubdy, R. (2009). Reclaiming the local in teaching EIL. Language and Intercultural Communication, 9(3), 156-174. doi:10.1080/14708470902748822

Sifakis, N. C., & Sougari, A. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. TESOL Quarterly, 39(3), 467-488.

Smith, L. E., & Nelson, C. L. (1985). International intelligibility of English: Directions and resources. World Englishes, 4(3), 333-342. doi:10.1111/j.1467-971X.1985.tb00423.x

Sugiharto, S. (2013). Rethinking globalization, reclaiming the local: A post-colonial perspective of English language education in Indonesia. The Indonesian Quarterly, 41(3), 148-166.

Widdowson, H. G. (1994). The ownership of English. TESOL Quarterly, 28(2), 377-389.

Widdowson, H. G. (1998). Context, community, and authentic language. TESOL Quarterly, 32(4), 705-716.




DOI: https://doi.org/10.37598/accentia.v1i1.806

Refbacks

  • There are currently no refbacks.