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- W2022956987 abstract "N OT long ago an advertisement in a magazine represented two tough characters burglarizing a warehouse in the middle of the night. The leader was demonstrating to his colleague that some of the merchandise bore the label of the advertiser's brand and some did not, and he was earnestly instructing the novice: Don't take nuttin' widout dis label! The advertisement carries, to teachers of languages, a message besides the one that the advertiser's brand is the best. Three words used by that burglar--nuttin', widout and dis-will not be found in any English dictionary. Oh, of course all Americans recognize them easily as merely substandard or ignorant pronunciations of nothing, without and this. But suppose English were not your native language and you had not been brought up in a place where the two forms of each word presented themselves in comparison for your unconscious assimilation. Would you identify them so easily? Suppose by dint of study and practice you had learned to comprehend the English words nothing, without and this; would you automatically understand nuttin', widout and dis? You certainly would not. For you they might as well be totally different words; and for all you could understand of the conversation of the tough character who used them, he might almost as well be talking Gaelic as English. These three words are, of course, merely symbolic of a whole system of pronunciation characteristic of the English of our tough character and people like him. Now, we who are in charge of foreign language instruction in schools seem always to have gone on the assumption that individuals who do not use the pronunciation of their language--the usage of the cultured and educated-are deservedly ignored. But the awkward fact is that what is called the standard pronunciation of a language is always the pronunciation of a very small minority of its native speakers. Listen to radio programs like Candid Microphone and Vox Pop and, comparing the talk of the speech-trained interviewers with that of the ordinary people interviewed, even a phonetically untrained ear will notice that the speech of the average American is amazingly different from even the American of English pronunciation. Now the points I want to emphasize are: first, even slight differences in pronunciation levels, of which the native is not even conscious, mean for the foreigner very appreciable differences in comprehension; second, the present tradition of attuning the student's ear only to the standard pronunciation" @default.
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- W2022956987 date "1948-10-01" @default.
- W2022956987 modified "2023-09-23" @default.
- W2022956987 title "Let Us Stop Teaching Imaginary Languages" @default.
- W2022956987 doi "https://doi.org/10.1111/j.1540-4781.1948.tb06558.x" @default.
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