Developing Pronunciation Teaching for International Intelligibility

Insights from Hong Kong English
Erscheinungsjahr 2026
ISBN: 978-1-83668-272-1
Verlag: Multilingual Matters

Buch, Englisch, 246 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 398 g

Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting.

This book offers principled guidance 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 facilitates teachers and students in critically exploring English intelligibility within their own sociolinguistic and educational contexts and questioning the perceived importance of native speaker pronunciation.

The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes 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.

Autoren/Hrsg.

Chan, Jim Y. H.

Lo, Margaret M.

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Acknowledgements

Introduction

Part 1: The Global and Local Sociolinguistic Context and Hong Kong English

Chapter 1. World Englishes and English as a Lingua Franca Research, and the Intelligibility-Oriented Approach

Chapter 2. Language Use, Attitudes and Identity in Hong Kong

Chapter 3. Hong Kong English and its Variations

Part 2: Pronunciation Teaching in School Education

Chapter 4. The Role of Pronunciation in Hong Kong’s English Language Education: Policy, Assessment, and Teachers’ Perspectives

Chapter 5. Pronunciation Teaching Practice: Teaching Strategies and Corrective Feedback

Part 3: Developing the Contextualised, Intelligibility-Oriented Approach

Chapter 6. Prioritisation of Features and the Intelligibility-Oriented Approach

Chapter 7. Intelligibility-Oriented Pronunciation Teaching in English Language Lessons

Conclusion

References

Index

Über Autor(innen)

Lo, Margaret M.
Margaret M. Lo is an independent scholar, working on English language education, critical pedagogy, critical literacy, teacher education, social justice and inclusive education.

Chan, Jim Y. H.
Jim Y. H. Chan is a Lecturer in the School of Education, Communication and Language Sciences at Newcastle University, UK. His research explores World Englishes, English as a Lingua Franca, Teaching English as an International Language, multilingual education, language attitudes and collaborative online international learning.

Jim Y. H. Chan is a Lecturer in the School of Education, Communication and Language Sciences at Newcastle University, UK. His research explores World Englishes, English as a Lingua Franca, Teaching English as an International Language, multilingual education, language attitudes and collaborative online international learning.

Margaret M. Lo is an independent scholar and teacher educator specialising in English language education. Her work focuses on critical literacy and critical pedagogy, engaging with sociopolitical theories of teaching and inclusive classroom practices.