Abstract
With English universally considered as lingua franca, and with the increasing amount of English being spoken in education, business, medicine, technology, government policy, and public affairs around the world, it is natural that an expansion of variations of the English language follows. The phenomenon turns the world into a global village and makes communication more accessible, especially if intelligibility is taken into account. Intelligibility, the degree to which a listener can understand a speaker's speech, isessential for effective communication and should be the objective of the second language (L2) learning and teaching. One of the elements of intelligibility is pronunciation. The way teachers pronounce words impacts students' comprehension. Furthermore, studies suggest that pronunciation is the make-it-or-break-it component for effective conversations.The book “Intelligibility, Oral Communication, and the Teaching of Pronunciation” by John Levis (2018) provides concepts, reminders, and new approaches to teaching the second language and emphasizes the importance of pronunciation instruction. It also shows how the crucial findings of relevant research in the field inform teachers about what should and should not practice in an intelligibility-based classroom. It addresses the practical aspects of teaching and the factors necessary for effective communicationwhen learning a second language.
Adriane Y. De La Cruz. (2021) eveloping Pronunciation by Intelligibility-Centered Classroom: A Book Review, Linguistic Forum - A Journal of Linguistics, volume 3, issue 3.
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