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por Pedro Luchini, Mercedes Gayone, Fernanda Fischbach y Francisco Cejas.
Pedro Luis Luchini: ELT graduated from Universidad Nacional de Mar del Plata (UNMDP). Holds an MA in ELT and Applied Linguistics, King’s College, University of London. He is currently teaching English Phonetics and Phonology and Language at the Teacher Training Program, UNMDP. 1997: Ex-Fulbright scholar, Spanish instructor at College of DuPage, Illinois, US. 2003: Taught EFL at Shanghai Normal University, China. 2007: Faculty Enrichment Program Scholarship, Concordia University, Montreal, Canada.
Mercedes Gayone, Fernanda Fischbach, Franciso Joaquín Cejas: Discurso Oral II students.
Nowadays, English is no longer spoken only by its native speakers (ENSs) and by those who learn English in order to communicate with ENSs. It is also used in interactions among non-native speakers (NNESs) internationally. This last use of English is often referred to as 'English as an International Language' or EIL, and it is this kind of English which this presentation will centre around as it is the largest group of English speakers, amounting to around 1.5 billion worldwide (Kachru, 1992; Crystal, 1997).
The purpose of this presentation is to show the results of an exploratory task carried out by Discurso Orall II students in 2008. As part of this exploratory task, these learners, guided by their teacher and the literature in this field, set out to explore those phonological deviations that are damaging for mutual global intelligibility in international contexts where NNESs, whose first languages are different, try to converge on one another’s pronunciations using their own local accents. Speech data were collected from fourteen students enrolled in Concordia University, Montreal, Quebec, Canada. These students were from China, Vietnam, South Korea, Jordan, Perú, Ukraine and Bangladesh. These subjects were asked to record a communicative task in pairs for which they were pushed to talk using their own English regional accents. Later, the interviewer conducted a post-task debriefing session with each pair in which they analysed those instances where communication had been impaired. Both the tasks and the debriefing sessions were tape-recorded. DOII students transcribed these recordings and, using the Lingua Franca Core (Jenkins, 2000) as a theoretical framework, analysed and interpreted this information. The findings obtained divulged that segmental deviations, especially when combined with misplacement of nuclear stress, turned out to be the most detrimental factor for the attainment of mutual intelligibility. On the grounds of these findings and upon the completion of this hands-on teaching experience with DOII students some recommendations for the teaching of English as an international language will be given.
The purpose of this presentation is to show the results of an exploratory task carried out by Discurso Orall II students in 2008. As part of this exploratory task, these learners, guided by their teacher and the literature in this field, set out to explore those phonological deviations that are damaging for mutual global intelligibility in international contexts where NNESs, whose first languages are different, try to converge on one another’s pronunciations using their own local accents. Speech data were collected from fourteen students enrolled in Concordia University, Montreal, Quebec, Canada. These students were from China, Vietnam, South Korea, Jordan, Perú, Ukraine and Bangladesh. These subjects were asked to record a communicative task in pairs for which they were pushed to talk using their own English regional accents. Later, the interviewer conducted a post-task debriefing session with each pair in which they analysed those instances where communication had been impaired. Both the tasks and the debriefing sessions were tape-recorded. DOII students transcribed these recordings and, using the Lingua Franca Core (Jenkins, 2000) as a theoretical framework, analysed and interpreted this information. The findings obtained divulged that segmental deviations, especially when combined with misplacement of nuclear stress, turned out to be the most detrimental factor for the attainment of mutual intelligibility. On the grounds of these findings and upon the completion of this hands-on teaching experience with DOII students some recommendations for the teaching of English as an international language will be given.
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