Phonological aspects of the Longman communication 3000
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Daniel Huber
Abstract
The paper examines the implications of the Longman Communication 3000 word list for the teaching of English pronunciation at university level. In particular, I examine to what extent selected university curricula in France teach the pronunciation of this minimum of words and what modifications might be suggested to better serve the needs of students in equipping them with the pronunciation of contemporary, current vocabulary. It will be shown that this word list offers a wide range of useful examples to illustrate phonological phenomena, but teachers of English pronunciation/phonology might need to consider, for expository purposes, examples other than those found in standard handbooks of English phonology. I will show that using Longman Communication 3000 does not compromise the teaching of English phonology in any way, nor does it restrict the vocabulary to be taught. Quite the contrary, I am simply suggesting a conscious approximation of what is phonologically interesting/important to what is to be taught first.
© School of English, Adam Mickiewicz University, Poznań, Poland, 2010
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Articles in the same Issue
- Special issue on the acquisition of second language speech: Editors’ preface
- L2 speech learning in adulthood and phonological short-term memory
- Influential factors on the production of English /θ/ by Japanese learners of English
- Learner corpora and prosody: From the COREIL corpus to principles on data collection and corpus design
- Phonological aspects of the Longman communication 3000
- An OT account of the precedence relationship between perception and production in the acquisition of English stress
- I know [pɪlɪpɪno] but i say [fɪlɪpɪno]: An investigation into Filipino foregin domestic helpers’ influence on Hong Kong Chinese’s L2 English phonology acquisition
- Assessing FL pronunciation in a semi-immersion setting: The effects of CLIL instruction on Spanish-Catalan learners’ perceived comprehensibility and accentedness
- Interaction of intrinsic vowel and consonant durational correlates with foreigner directed speech
- L2 dialect acquisition of German vowels: The case of Northern German and Austrian dialects
- Categorizing Mandarin tones into listeners’ native prosodic categories: The role of phonetic properties
- Variability and systematicity in individual learners’ Japanese lexical accent
