One of the most investigated topics in Second Language Acquisition (SLA) is the concept of the native speaker (cf. Cook 2008, James and Leather 1996). There is a roiling debate on the meaningfulness of the native speaker as the target of teaching pronunciation. Following Gonzáles-Nueno (1997), the ultimate goal in teaching is to make the student “sound like a native speaker” (261). On the other side, Abercrombie (1991: 93) argues in favour of the comprehensibility. The main goal of teaching L2 (second language) pronunciation is therefore to sound “comfortably intelligible” (ibid.)
In this paper I will discuss the reasonableness of teaching native-like pronunciation. Should the native-speaker be the target of teaching pronunciation? What are conceivable disadvantages? In a first step, it is essential to give a definition of the native speaker. Secondly, in chapter 3.1, these definitions will be analysed with regard to the research question.
Chapter 3.2 analyses the general goals of teaching a second language. These goals will be referred to the issue of teaching L2 pronunciation. Furthermore, I will provide a survey from Waniek-Klimczak (2002) about students’ attitudes towards the issue of accent, pronunciation in general, and pronunciation teaching and compare the results with the general goals of L2 teaching.
Chapter 3.3 will focus on the concept of Received Pronunciation (RP). I will analyse the advantages and disadvantages of teaching RP to L2 learners. As a last point, I will take up Major’s (2001: 28) statement that everybody speak an interlanguage and discuss it. In the conclusion I will summarize the results of the analysis and try to give a final statement.
Table of Contents
1. Introduction
2. What is a native speaker? A definition
3. Should the native speaker be the target of L2 teaching?
3.1 Analysing the definitions
3.2 Goals of L2 teaching
3.3 Received Pronunciation as a target of teaching and the idea of an interlanguage
4. Conclusion
5. Bibliography
Objectives and Topics
This paper examines the validity of using the native speaker as the primary benchmark for teaching L2 pronunciation. It explores whether achieving a native-like accent is a reasonable and desirable goal for language learners, considering factors such as identity, comprehensibility, and practical communication needs.
- The theoretical definition and characteristics of the native speaker.
- The relationship between second language acquisition goals and native-like pronunciation.
- Empirical analysis of student attitudes toward accents and pronunciation teaching.
- The role of Received Pronunciation (RP) as a standard model in English language teaching.
- The concept of interlanguage and its implications for target pronunciation models.
Excerpt from the Book
3. Should the native speaker be the target of L2 teaching?
The first kind of definition focuses on individual circumstances. The native language depends on under which conditions the person was born and raised. Respecting this type of definition, “your second language will never be your native language regardless of how long or how well you speak it” (Cook, 2008: 171). Following this definition, nobody can become a native speaker just by learning a second language. Even when the L2 learner cannot be distinguished from a native speaker, he cannot achieve the position of a native speaker. The actual use of language does not matter here. This kind of definition leaves very little room for argumentation and has to be accepted. At this point, I want to make clear that the research question has to be whether L2 learners should have a native-like pronunciation and not whether learners can become real natives of that language.
Since Stern (1983) provides a list of characteristics that define the native speaker, it makes sense to analyse a possible adaptation of these features by L2 learners. All these characteristics have something in common. They can be achieved over time. It is a matter of time and effort. None of these characteristics are achieved by heritage. Nevertheless, it is true that native speakers attain them much earlier and most likely all of them, whereas L2 learners might struggle with some of these features.
Summary of Chapters
1. Introduction: This chapter introduces the ongoing debate regarding the native speaker as a benchmark for pronunciation and outlines the paper's structure.
2. What is a native speaker? A definition: It provides various definitions of the native speaker, ranging from individual history to linguistic identity and social group membership.
3. Should the native speaker be the target of L2 teaching?: This section discusses the appropriateness of native-like goals by analyzing definitions, teaching aims, and the specific concept of Received Pronunciation.
4. Conclusion: The chapter summarizes the findings, arguing that native-like pronunciation is not a necessary or always desirable goal, while acknowledging the practical value of comprehensible accents like RP.
5. Bibliography: This section lists all academic sources and references used throughout the paper.
Keywords
Second Language Acquisition, Native Speaker, Pronunciation Teaching, Received Pronunciation, Interlanguage, Comprehensibility, Language Identity, Communicative Competence, Accent, Sociolinguistics, Language Goals, Foreign Accent, Phonology, Linguistic Proficiency, Standard English.
Frequently Asked Questions
What is the core subject of this research paper?
The paper investigates the pedagogical debate regarding whether learners of a second language (L2) should aim to achieve a native-like pronunciation or if other targets are more appropriate.
What are the central thematic areas covered?
The paper covers the definition of native speakers, the distinction between internal and external goals of language teaching, the influence of identity on accent, and the role of Received Pronunciation (RP).
What is the primary objective of this work?
The main goal is to determine if "native-like" pronunciation is a reasonable target or if the focus should shift toward "comfortably intelligible" communication.
Which scientific methods are utilized?
The author employs a literature review of key SLA theorists and analyzes empirical survey data from Waniek-Klimczak (2002) regarding student attitudes toward accents.
What is addressed in the main body of the text?
The main body evaluates definitions of the native speaker, connects these to the goals of L2 teaching, explores the pros and cons of Received Pronunciation, and discusses the universality of interlanguage systems.
Which keywords best characterize the study?
Key terms include Second Language Acquisition, native speaker, pronunciation teaching, Received Pronunciation, interlanguage, and communicative competence.
How does the concept of "identity" influence the author's argument?
The author argues that forcing a native-like accent may conflict with a learner's personal and cultural identity, suggesting that maintaining one's own identity while achieving comprehensibility is a valid pedagogical position.
Why does the author conclude that RP is still a relevant model?
Despite the argument that native-like speech is not essential, the author notes that RP remains a widely recognized and comprehensible standard that serves as a useful benchmark for international communication.
- Quote paper
- Taylor Bruhn (Author), 2015, Teaching pronunciation. The role of the native speaker, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/310331
