The Phonology of English as an International Language: New Models, New Norms, New Goals

By J. Jenkins. 2000

1,289 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c60dec588ca6a5eaad69f23223a07aab15c5c8b6

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In Language and Linguistics

Citations in the corpus

The education of teachers of English as a lingua franca: a transformative perspective (2007, background): “Nevertheless, a lot of research in the past few years is providing increasing evidence of lingua franca discourse (Mauranen 2003) that gives important insights into ELF lexicogrammar (Seidlhofer 2001, 2004), pronunciation (Jenkins 2000) and pragmatics (House 1999).”
Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015, background): “While there is some evidence suggesting that comprehensibility is distinct from accentedness (e.g. Munro and Derwing 1995; Jenkins 2000; Kang et al. 2010), it is still relatively unclear which linguistic aspects primarily underlie comprehensibility and which are uniquely associated with accent.”
Signaling and preventing misunderstanding in English as lingua franca communication (2006, background): “In lingua franca research, the English language seems to have been virtually ignored until relatively recently (but see e.g. Knapp and Meierkord 2002) and most of the research that has been carried out has had fairly clear applicational goals (e.g. Jenkins 2000).”
DECONSTRUCTING COMPREHENSIBILITY (2012, background): “This is because in most situations of L2 use, what really counts is L2 speakers’ ability to be understood, rather than the quality or nativelikeness of their accent (Derwing & Munro, 1997 ; Jenkins, 2000 ; Munro & Derwing, 2011 ).”
Revisiting the Intelligibility and Nativeness Principles (2020, background): “Fourth, because there is evidence that pronunciation is important in all types of interactions in Table 2 (e.g., Jenkins, 2000; Kang, Thomson & Moran, 2018; McCullough, Clopper & Wagner, 2019; Smith & Rafiqzad, 1979), each of the contexts likely differs in how pronunciation instruction is addressed.”
Primary Stress and Intelligibility: Research to Motivate the Teaching of Suprasegmentals (2004, methodology): “For example, Jenkins (2002) includes primary stress in her Lingua Franca Core-a set of phonological features that "seem to be crucial as safeguards of mutual intelligibility in interlanguage talk" (p.”