“I think we don't have a really good way to talk about intelligibility”: An interview with John Levis

Germán Zárate-Sández; Alison Roberto Gonçalves

doi:10.5007/2175-8026.2024.e102641

Autores

Germán Zárate-Sández Western Michigan University https://orcid.org/0000-0001-6884-8305
Alison Roberto Gonçalves Universidade Federal do Paraná https://orcid.org/0000-0003-0959-7053

DOI:

https://doi.org/10.5007/2175-8026.2024.e102641

Palavras-chave:

Intelligibility, L2 pronunciation, Pronunciation, John Levis

Resumo

In his influential paper, John Levis (2005) argued that pronunciation teaching is influenced by two conflicting ideologies: the nativeness principle, which suggests learners should strive to sound like native speakers, and the intelligibility principle, which emphasizes that learners should focus on being intelligible and developing speech patterns that are contextually appropriate. These two principles often clash, creating a conflict between teachers' pedagogical practices and their theoretical knowledge. Almost two decades after its publication, Levis (2005) continues to be a significant contribution for researchers when reflecting on the role of pronunciation in Applied Linguistics. In light of this, we decided to interview John Levis to celebrate his impressive career as a researcher and professor, and to reflect on this ongoing issue in teacher education. In this interview, Levis discusses his initial trajectory as a researcher and shares his ideas about current issues in pronunciation research.

Biografia do Autor

Germán Zárate-Sández, Western Michigan University

Dr. Germán Zárate-Sández is an associate professor and director of the introductory Spanish program in the Department of Spanish at Western Michigan University (WMU).

He joined WMU in 2015 after obtaining his Ph.D. in applied Spanish linguistics from Georgetown University.

His research and teaching address topics in applied linguistics, teacher training, second language pronunciation development, and social justice in language education. His research has been funded by the Language Learning Journal and by the Modern Language Association/Mellon Foundation (Pathways Step Grant) to support his curricular project aimed at better understanding and enhancing the academic experiences of Black students enrolled in language courses. Dr. Zárate-Sández is a three-time recipient of Fulbright recognitions: a Foreign Language Teaching Assistant (FLTA) award to teach Spanish at the University of Scranton (2005-2006); a Fulbright U.S. scholar award at the Federal University of Santa Catarina in Brazil (2022), and an appointment by the U.S. Bureau of Educational and Cultural Affairs as an Alumni Ambassador to represent and promote the Fulbright Program at campuses and conferences in the United States (2024-2026).

In addition to giving numerous conference presentations, he has been invited to give keynote and plenary presentations in the U.S., Argentina, and Brazil. His work regularly appears in high-impact edited volumes and journals such as the Modern Language Journal and Language Teaching Research.

In recognition of his scholarly accomplishments, Dr. Zárate-Sández was the 2024 recipient of WMU’s “Faculty Achievement Award in Research and Creative Activities” from the College of Arts and Sciences.

Alison Roberto Gonçalves, Universidade Federal do Paraná

Full Professor at the Department of Modern Foreign Languages at Universidade Federal do Paraná. Holds a PhD (2017) and a Master’s degree (2014) in Language Studies from Universidade Federal de Santa Catarina. His research focuses on second language pronunciation, applied phonetics and phonology, and teacher education.

Referências

Burri, M., Baker, A., & Chen, H. (2017). "I feel like having a nervous breakdown": Pre-service and in-service teachers' developing beliefs and knowledge about pronunciation instruction. Journal of Second Language Pronunciation, 3(1), 109-135.

Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide (2nd ed.). Cambridge University Press.

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379–397.

Ding, S., Liberatore, C., Sonsaat, S., Rehman, I., Silpachai, A., Zhao, G., Chukharev-Hudilainen, E., Levis, J., & Gutierrez-Osuna, R. (2019). Golden Speaker Builder: An interactive tool for pronunciation training. Speech Communication, 115, 51-66. https://doi.org/10.1016/j.specom.2019.01.003

Gordon, J., & Barrantes-Elizondo, L. (2024). Idealizing nativeness vs. embracing nonnativeness: A case study on L2 pronunciation teachers’ identity. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688241233840

Kang, O., & Kermad, A. (2018). Assessment in second language pronunciation. In O. Kang, R. Thomson, & J. Murphy (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 511–526). Routledge.

Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377. https://doi.org/10.2307/3588486

Levis, J. (2006). Pronunciation and the assessment of spoken language. In R. Hughes (Ed.), Spoken English, applied linguistics, and TESOL: Challenges for theory and practice (pp. 245-270). Palgrave Macmillan.

Levis, J. (2018). Intelligibility, oral communication, and the teaching of pronunciation. Cambridge University Press.

Levis, J., Derwing, T. M., & Sonsaat-Hegelheimer, S. (Eds.). (2022). Second language pronunciation: Bridging the gap between research and teaching. Wiley Blackwell.

Levis, J., & Munro, M. (Eds.). (2017). Pronunciation: Critical concepts in linguistics (4 volumes). Taylor & Francis.

Levis, J., & Sonsaat, S. (2017). Pronunciation in the CLT era. In J. Murphy, O. Kang, & R. Thomson (Eds.), The Routledge handbook of contemporary English pronunciation (pp. 267–283). Routledge.

Lim, S. (2016). Learning to teach intelligible pronunciation for ASEAN English as a lingua franca: A sociocultural investigation of Cambodian pre-service teacher cognition and practice. RELC Journal, 47(3), 313–329.

Munro, M. J., & Derwing, T. M. (2015). Intelligibility in research and practice: Teaching priorities. In M. Reed & J. Levis (Eds.), The handbook of English pronunciation (pp. 377–396). Wiley Blackwell.

Nguyen, L. T., & Burri, M. (2024). Pronunciation pedagogy in English as a foreign language teacher education programs in Vietnam. International Review of Applied Linguistics in Language Teaching, 62(2), 675–691. https://doi.org/10.1515/iral-2022-0126

Reed, M., & Levis, J. (Eds.). (2019). The Handbook of English Pronunciation. Wiley Blackwell.

Silpachai, A., Neiriz, R., Novotny, M., Gutierrez-Osuna, R., Levis, J. M., & Chukharev, E. (2024). Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’. Language Learning & Technology, 28(1), 1-16.