Why has phonodidactics become “the neglected orphan” of ESL/EFL pedagogy?: Explaining methodology- and ELF-related motives behind a reluctance towards pronunciation teaching
Abstract
The post-method reality of ESL/EFL education, in which LT is no longer perceived as a large-scale enterprise based on one universal method, has encouraged theoreticians and practitioners to search for more personalised ways of L2/FL teaching. This specifically applies to pronunciation instruction whose models, priorities and teaching procedures ought to be considered in light of the tenets of the Post-Method Era. Even though there is no disputing the fact that the influences of methodology- and globalisation-driven transformations have been generally positive in the sense that they have individualised approaches to LT and facilitated international communication respectively, they have also lowered the status of phonodidactics which, in effect, is disparagingly referred to as “the neglected orphan” of ESL/EFL pedagogy.
