L2 pronunciation training should unequivocally be linked to complex daily life experiences (Derwing 2017). Each client comes from a different background, participates in a different environmental context and engages in different activities within those contexts (Threats 2008). This is a particularly …

This research is a contribution to the studies about a teachers’ proficiency and attitude. This case study focuses on finding out if there is a correlation between the teachers’ proficiency in English and the teachers’ attitude towards teaching English in Dutch schools. As the English language is taking …

The Dutch overestimate their English speaking skills. Their pronunciation is not always convincing and certain pronunciation mistakes are easily recognised as being typical for Dutch speakers of English. Although intelligibility cannot exist without adequate pronunciation, teaching English pronunciation …

Teaching pronunciation seems to be one of the trickiest parts of teaching a language. How do we teach pronunciation? How can we correct students’ pronunciation if it is not correct? One method of doing this is using explicit phonological feedback, meaning correcting students on the spot and in an explicit …

It will be hard to find a Dutchmen under 50 years old who is not able to understand and speak English. Dutch pupils in secondary education spend about 4 hours a week studying grammar, reading texts, listening to conversations and giving presentations, all in English and that for four to six years. They …

The importance of a near-native accent. This talk will discuss whether or not it is important for EFL-teachers to try and achieve a near-native generally accepted accent for their students. The focus will be on the credibility of non-native speakers of English while speaking English in a globalising …