Pronunciation in English as an International Language (EIL) Contexts: Efficacy of EFL Classes, Teachers' Views, and Felicitousness of Nonnative Models
Keywords:
English as an international language, English as a lingua franca, pronunciation, native/nonnative modelsAbstract
The present study set out to gain insights into the status of English as an international language (EIL) in Iranian EFL contexts with three primary aims including the efficacy of EFL classes apropos of pronunciation, EFL teachers' opinions about some considerations in EIL pronunciation, and appropriateness of nonnative pronunciation models for EFL learners. Data were gathered through a questionnaire and interviews with 82 EFL teachers. The findings suggested that while some of the participants' views were close to EIL principles, most of the attempts made to aid students’ pronunciation in order to interact in an EIL context were futile. Moreover, it was found that in case our nonnative models are conversant with the principles of EIL, they can be effective pronunciation models to pursue. The findings contribute to the understanding of EIL principles which can be incorporated in EFL classes.
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