Teaching the Dutch how to pronounce English

Frans Hermans, Peter Sloep

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The Dutch overestimate their English speaking skills. Their pronunciation is not always convincing, and certain pronunciation mistakes are easily recognised as being typical for Dutch speakers of English. Although intelligibility cannot exist without adequate pronunciation, teaching English pronunciation at Dutch secondary schools is often absent from the EFL teaching curriculum. Focussing on the most prominent pronunciation difficulties, often caused by the mother tongue (L1), will benefit the non-native speaker's pronunciation and intelligibility. In order to provide teachers with a time-efficient approach to teach English pronunciation, preliminary research is needed to identify the most prominent error types in the English pronunciation of secondary school pupils and bachelor students in the Netherlands. Research shows that fifty percent of the subject group makes seven types of pronunciation mistakes in more than fifty percent of the cases that such mistakes could be made. The conclusion discusses a general approach for addressing the kind of pronunciation problems we identified
Original languageEnglish
Pages (from-to)55-80
Number of pages26
JournalInternational Journal of Language Studies
Volume9
Issue number4
Publication statusPublished - 4 Oct 2015

Fingerprint

secondary school pupil
mother tongue
bachelor
Teaching
speaking
secondary school
Netherlands
curriculum
teacher
Group
student
time

Keywords

  • pronunciation teaching
  • intelligibility
  • accent
  • teaching design

Cite this

@article{fecfcec4be1c463da7bce58076786c4a,
title = "Teaching the Dutch how to pronounce English",
abstract = "The Dutch overestimate their English speaking skills. Their pronunciation is not always convincing, and certain pronunciation mistakes are easily recognised as being typical for Dutch speakers of English. Although intelligibility cannot exist without adequate pronunciation, teaching English pronunciation at Dutch secondary schools is often absent from the EFL teaching curriculum. Focussing on the most prominent pronunciation difficulties, often caused by the mother tongue (L1), will benefit the non-native speaker's pronunciation and intelligibility. In order to provide teachers with a time-efficient approach to teach English pronunciation, preliminary research is needed to identify the most prominent error types in the English pronunciation of secondary school pupils and bachelor students in the Netherlands. Research shows that fifty percent of the subject group makes seven types of pronunciation mistakes in more than fifty percent of the cases that such mistakes could be made. The conclusion discusses a general approach for addressing the kind of pronunciation problems we identified",
keywords = "pronunciation teaching, intelligibility, accent, teaching design",
author = "Frans Hermans and Peter Sloep",
year = "2015",
month = "10",
day = "4",
language = "English",
volume = "9",
pages = "55--80",
journal = "International Journal of Language Studies",
number = "4",

}

Teaching the Dutch how to pronounce English. / Hermans, Frans; Sloep, Peter.

In: International Journal of Language Studies, Vol. 9, No. 4, 04.10.2015, p. 55-80.

Research output: Contribution to journalArticleAcademicpeer-review

TY - JOUR

T1 - Teaching the Dutch how to pronounce English

AU - Hermans, Frans

AU - Sloep, Peter

PY - 2015/10/4

Y1 - 2015/10/4

N2 - The Dutch overestimate their English speaking skills. Their pronunciation is not always convincing, and certain pronunciation mistakes are easily recognised as being typical for Dutch speakers of English. Although intelligibility cannot exist without adequate pronunciation, teaching English pronunciation at Dutch secondary schools is often absent from the EFL teaching curriculum. Focussing on the most prominent pronunciation difficulties, often caused by the mother tongue (L1), will benefit the non-native speaker's pronunciation and intelligibility. In order to provide teachers with a time-efficient approach to teach English pronunciation, preliminary research is needed to identify the most prominent error types in the English pronunciation of secondary school pupils and bachelor students in the Netherlands. Research shows that fifty percent of the subject group makes seven types of pronunciation mistakes in more than fifty percent of the cases that such mistakes could be made. The conclusion discusses a general approach for addressing the kind of pronunciation problems we identified

AB - The Dutch overestimate their English speaking skills. Their pronunciation is not always convincing, and certain pronunciation mistakes are easily recognised as being typical for Dutch speakers of English. Although intelligibility cannot exist without adequate pronunciation, teaching English pronunciation at Dutch secondary schools is often absent from the EFL teaching curriculum. Focussing on the most prominent pronunciation difficulties, often caused by the mother tongue (L1), will benefit the non-native speaker's pronunciation and intelligibility. In order to provide teachers with a time-efficient approach to teach English pronunciation, preliminary research is needed to identify the most prominent error types in the English pronunciation of secondary school pupils and bachelor students in the Netherlands. Research shows that fifty percent of the subject group makes seven types of pronunciation mistakes in more than fifty percent of the cases that such mistakes could be made. The conclusion discusses a general approach for addressing the kind of pronunciation problems we identified

KW - pronunciation teaching

KW - intelligibility

KW - accent

KW - teaching design

UR - http://www.ijls.net/pages/volume/vol9no4.html

M3 - Article

VL - 9

SP - 55

EP - 80

JO - International Journal of Language Studies

JF - International Journal of Language Studies

IS - 4

ER -