- 5 - Uluslararası Sosyal Araştırmalar Dergisi / The Journal of International Social Research Cilt: 11 Sayı: 59 Ekim 2018 Volume: 11 Issue: 59 October 2018 www.sosyalarastirmalar.com Issn: 1307-9581 http://dx.doi.org/10.17719/jisr.2018.2608 ENGLISH PRONUNCIATION TEACHING IN NNS SETTINGS: A RE-CONSIDERATION OF CONCEPTUAL & METHODOLOGICAL PARADIGMS Kofo ADEDEJI  Carol ANYAGWA** Abstract For many decades, the conceptualization of English language teaching as well as the methodologies adopted for the teaching of English pronunciation to non-native speakers has been largely native-speaker centered. The major implication of this is the promotion of native-speaker speech norms as the target norm for pronunciation for the NNS, while the attendant effect is the derivation of the entire pronunciation teaching content from the native speaker linguistic and socio-cultural environment. However, native-like competence in English pronunciation has remained largely unattainable for the non-native learner, but despite this ineffectiveness, there has been continued insistence on native-like performance targets in the NNS pronunciation classroom. In this paper, the outcomes of various intelligibility studies which examined the level of understanding of inner-circle speech are presented. These speech intelligibility tests have concluded that native-speaker speech is not inherently intelligible as non-native speakers find aspects of NS speech incomprehensible. Why then do we have the continued insistence on native-speaker-like performance as the target and why is the pronunciation teaching content still solely derived from the NS linguistic and socio- cultural environment? This paper explores the political and economic benefits of this insistence and suggests that given the results of these intelligibility studies and given other salient considerations, the Lingua Franca Core (LFC) which incorporates elements from the non-native learner’s linguistic milieu in its teaching content is a viable alternative to the current NS-centered approaches and techniques. Keywords: English Pronunciation Teaching, Conceptual & Methodological Paradigms. Introduction Pronunciation teaching is an integral part of English language teaching and a contingent relationship also exists between ELT concepts/approaches as well as ELT methodologies, curricula and techniques. A historical survey of the conceptualization of English language teaching/pronunciation teaching over the years shows a largely traditional notion which looks towards the native speaker as the ideal speaker-hearer. These notions are founded on what Kachru (1983) has termed a “monomodel” for teaching, implying homogeneity of both language and functions of language, as well as what Brown has referred to as “Northern or “developed,” in terms of country of orientation. Approaches in the teaching and learning of English Pronunciation ELT approaches such as the Grammar-Translation Method, the Direct Method, Audiolingualism, the Silent Way, Counselling Learning, Suggestopaedia, Total Physical Response (TPR), the Language Experience Approach, the Natural Approach, the Communicative Approach, the Freirian approach, the Eclectic Approach etc. are all representative of this idealisation of the native speaker. Detailed discussions of these approaches can be found in Richards and Rodgers (1986) and Kumaravadivelu (2003) where it is clear that priority is given to an ape-like imitation of the native speaker with regards to the teaching of pronunciation. Apart from this, a recurrent theme in all of them is the primacy of place given to the native speaker as the ultimate performance target. Some of them are discussed below: The Direct/Natural method was developed by the US military during the cold war period and in this method, the mother tongue is not used at all, rather, teachers who were native speakers or who had native- like fluency were employed. Being able to communicate with a native speaker “without difficulty” is the major objective of this method (Richards and Rodgers, 1986, 158). Priority was given to oral proficiency in the Audiolingual method as well and intensive oral drills and dialogues were adopted to teach correct pronunciation. Contextualizations of the teaching content was solely provided by native speaker cultural milieu, based on the assumption that: the meanings that the words of a language have for the native speaker can be learned only in a linguistic and cultural context and not in isolation. Teaching a language thus involves  Ph.D, University of Lagos. ** Ph.D, University of Lagos.