Articles by Mark Hancock

Pronunciation: muscle, mind, meaning, memory

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English Teaching Professional, issue 22 May 2019
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This article first appeared in English Teaching Professional issue 22 May 2019
Pronunciation straddles two domains: it is part language – like grammar or vocabulary – and part skill – like speaking or listening. This unique position makes pronunciation teaching interestingly varied, and potentially very enjoyable too. It is so much more than the ‘listen-and-repeat’ stereotype that is sometimes attached to it, and can’t be reduced to one single thing in this way. In this article, I will suggest that we can, in fact, divide it into four general areas, and I will label these with a mnemonic of four words, each beginning with m: muscle, mind, meaning and memory.

Humanizing Pronunciation

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Humanising Language Teaching Apr 2019 - Year 21 - Issue 2
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We sometimes dehumanize pronunciation in the way we talk about it. If a learner mispronounces a word, we might say, ‘It isn’t pronounced like that; it’s pronounced …’ (and then we model the ‘correct’ way). In the dictionary, there are transcriptions to tell us how words are pronounced. Talking about weak forms, we might say, ‘In these words, the vowel sound is reduced to a schwa’.

ELF: Beyond Dogma and Denial

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Speak Out issue 60
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In this article, I will suggest that following the recognition of English’s role as a global Lingua Franca, there has been an impasse created by two conflicting reactions: dogma and denial. I will discuss the possible implications of ELF for pronunciation teaching goals, and suggest how we can distinguish features which are important for global intelligibility from those which are not.

Top Ten Tips for Teaching Pronunciation

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Special Book Services Blog

1 Know your objective. Pronunciation is about being understood by people all over the globe. It’s not about pretending to be American or British. You don’t need to teach every small detail of the way they speak in the US or UK – very few learners will ever learn that, and there is no reason to anyway. English is a world language now – it doesn’t belong to any particular country.

Pronunciation Teaching Post-ELF

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The article in the PDF below discusses pronunciation teaching and how it needs to be modified in a situation where the target language happens to be the global lingua franca. It originally appeared as a series of blog posts on PronPack.com.

Micro-Drilling

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English Teaching Professional issue 115
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John Field, in Listening in the Language Classroom (CUP 2008) suggested that the traditional comprehension approach to listening tests the product of listening but does nothing to teach the process.

Motivation Island

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Motvation Island is a map of ideas that teachers can explore when looking for new strategies to motivate their classes. Download a copy of the map below, a colour slide for powerpoints, and a two-page article explaining the map.

The Art of the Chart

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IATEFL Pronsig "Speak Out" Issue 54
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Most teachers of English will have come across a sound chart at some point, but few realise how arbitrary they are. I do not mean 'arbitrary' in the negative sense of 'with no good reason', but rather in the sense that there are choices that the designer has had to make. At every stage in the creation of a chart, the author will have made decisions which could equally well have been otherwise.

Cat Got you Tongue

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English Teaching Professional
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Follow this link for my article on imagining the tongue as a cat in vowel sounds work:

https://www.etprofessional.com/cat_got_your_tongue_25769820737.aspx

Pronunciation and Phonetics Review

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English Language Teaching Journal 68/4
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This review of Adam Brown's book Pronunciation and Phonetics first appeared in the ELTJ in October 2014.

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