Publisher's Synopsis
Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting. This book offers practical advice for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it allows teachers and students to critically explore English intelligibility in their own sociolinguistic and educational contexts and question the perceived importance of native speaker pronunciation. The book explores teacher perception and corrective feedback practices and develops a contextualised approach to pronunciation teaching which prioritises those key features which impact understanding, particularly in World English(es) and English as a Lingua Franca settings. Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.
