Pronunciation in EFL Instruction: A Research-based Approach

Abstract

Jolanta Szpyra-Kozłowska’s book looks on the surface to be a much-needed addition to the largely neglected area of pronunciation teaching in the context of English as a Lingua Franca (ELF). The publisher’s blurb claims the book addresses three key issues facing EFL teachers ‘in view of recent debates on the global spread of English and its international lingua franca role’: how to choose a pronunciation model, which pronunciation features to teach, and how to teach them. The book is divided into three sections. The first section, ‘English pronunciation teaching: global versus local contexts’, draws a distinction between the needs of students of English as a second language (ESL) and students of English as a foreign language (EFL). EFL students, Szpyra-Kozłowska rightly suggests, are more likely to use ELF and therefore their needs are different to ESL students. In an ESL context, students need to integrate within a given speech community and therefore may wish to use native speakers from that area as a model. Szpyra-Kozłowska (p. 9) gets to the heart of the issue, in my eyes, when she states that:

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