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Article: An evaluation of the pronunciation target in Hong Kong’s ELT curriculum and materials: Influences from WE and ELF?

TitleAn evaluation of the pronunciation target in Hong Kong’s ELT curriculum and materials: Influences from WE and ELF?
Authors
KeywordsLingua franca approach
Nativised endonormative model
Pronunciation model
Norm
Communicative competence
ELT materials
Hong Kong
Issue Date2014
PublisherWalter de Gruyter GmbH.
Citation
Journal of English as a Lingua Franca, 2014, v. 3 n. 1, p. 143-168 How to Cite?
AbstractThe present study evaluates the pronunciation target in Hong Kong's ELT education at senior secondary level with reference to the pedagogical proposals of World Englishes (WE) and English as a lingua franca (ELF). It triangulates information from various documents, namely the new ELT curriculum, public examination papers and reports, and three sets of listening and speaking commercial textbooks. The findings suggest that the new curriculum apparently has taken account of the WE and/or ELF perspectives in its design such as (i) promoting communicative competence, (ii) downplaying the importance of NS norms, and (iii) exposing students to more varieties of accent, but seems to be conceptually still guided by native-speaker norms. In practice, one breakthrough in the listening examination is the inclusion of Hong Kong English phonological features in localised tasks. However, the commercial textbooks seem to be lagging behind this development in the curriculum, though textbook writers do seek to include ELF-using contexts in some of the textbook tasks due to Hong Kong's global status. The paper argues that an important step in the move towards a WE/ELF-oriented pronunciation teaching is to recognise the role of English in particular sociolinguistic settings because by embedding the tasks in a simulated authentic language-using context, it is likely that teachers and students will be aware that the speech and pronunciation of non-native speakers are most relevant.
Persistent Identifierhttp://hdl.handle.net/10722/216117
ISSN

 

DC FieldValueLanguage
dc.contributor.authorChan, YHJ-
dc.date.accessioned2015-08-25T04:21:03Z-
dc.date.available2015-08-25T04:21:03Z-
dc.date.issued2014-
dc.identifier.citationJournal of English as a Lingua Franca, 2014, v. 3 n. 1, p. 143-168-
dc.identifier.issn2191-9216-
dc.identifier.urihttp://hdl.handle.net/10722/216117-
dc.description.abstractThe present study evaluates the pronunciation target in Hong Kong's ELT education at senior secondary level with reference to the pedagogical proposals of World Englishes (WE) and English as a lingua franca (ELF). It triangulates information from various documents, namely the new ELT curriculum, public examination papers and reports, and three sets of listening and speaking commercial textbooks. The findings suggest that the new curriculum apparently has taken account of the WE and/or ELF perspectives in its design such as (i) promoting communicative competence, (ii) downplaying the importance of NS norms, and (iii) exposing students to more varieties of accent, but seems to be conceptually still guided by native-speaker norms. In practice, one breakthrough in the listening examination is the inclusion of Hong Kong English phonological features in localised tasks. However, the commercial textbooks seem to be lagging behind this development in the curriculum, though textbook writers do seek to include ELF-using contexts in some of the textbook tasks due to Hong Kong's global status. The paper argues that an important step in the move towards a WE/ELF-oriented pronunciation teaching is to recognise the role of English in particular sociolinguistic settings because by embedding the tasks in a simulated authentic language-using context, it is likely that teachers and students will be aware that the speech and pronunciation of non-native speakers are most relevant.-
dc.languageeng-
dc.publisherWalter de Gruyter GmbH.-
dc.relation.ispartofJournal of English as a Lingua Franca-
dc.rightsThe final publication is available at www.degruyter.com-
dc.subjectLingua franca approach-
dc.subjectNativised endonormative model-
dc.subjectPronunciation model-
dc.subjectNorm-
dc.subjectCommunicative competence-
dc.subjectELT materials-
dc.subjectHong Kong-
dc.titleAn evaluation of the pronunciation target in Hong Kong’s ELT curriculum and materials: Influences from WE and ELF?-
dc.typeArticle-
dc.identifier.emailChan, YHJ: edjimcyh@hku.hk-
dc.identifier.authorityChan, YHJ=rp02067-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1515/jelf-2014-0006-
dc.identifier.volume3-
dc.identifier.issue1-
dc.identifier.spage143-
dc.identifier.epage168-
dc.publisher.placeGermany-

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