INMOVILIZADO INTANGIBLE

The changing nature of RP has consequences for English language teaching (ELT) and English as a second language (ESL) curricula. Some researchers, for example Jenkins (2000), argue against the use of RP as a teaching model in pronunciation for learners of English as a second language mainly due to its continuous change. Jenkins (2000) presents some arguments against adopting RP as a reference accent for L2 learners. For example, one argument is that RP is spoken by only a tiny minority of English users and that it would be better if phoneticians ‘overcome their fascination with the accent of an elite minority of the population’ (Macaulay, 1988: 115 as quoted in Jenkins, 2000: 14).

A second argument against the use of RP in teaching is that compared with certain regional accents, such as Scottish English, RP is not the easiest accent for an L2 learner to acquire as far as both reception and production are concerned. RP lacks the close links with English orthography, and contains a relatively large number of diphthongs. Furthermore, weak forms provide L2 learners with receptive and productive problems (Jenkins, 2000: 15). Macaulay (1988) also draws our attention to another fact of RP, namely that it is an accent which includes ‘unnecessary’ difficulties for learners of English, such as the ‘r’ sound or some diphthongs.

A third argument against adopting RP as a reference accent is that there are certain differences between the speech of older

and younger RP speakers. Consequently, there is a risk of equipping learners with old-fashioned pronunciation. Moreover, the most recent changes to RP are not being incorporated into teaching material. Examples are: the loss of diphthong /u:/ as in the word ‘poor’ which is now more likely to be pronounced as the vowel sound /Ɔ:/ of the word ‘core’, the lengthening of the previously clipped final vowel sound /i/ in words ending in ‘y’, such as ‘happy’ (Jenkins, 2000: 15).

According to Abercrombie (1951: 12), RP is unique because the public schools are themselves unique. In addition, Abercrombie refers to the following three points in the changing British context. Firstly, the concept of a standard pronunciation such as RP is a bad thing not a good thing. It is an anachronism in present day democratic society (1951: 14). Secondly, it provides an ‘accent bar’ which does not reflect the social reality of England. The accent bar is a little like colour-bar to many people, on the right side of the bar, it appears eminently reasonable (1951: 15). Finally, RP does not necessarily represent ‘educated English’, for while ‘those who talk RP can justly consider themselves educated, they are outnumbered these days by the undoubtedly educated people who do not talk RP (ibid).

For the purpose of ELT and ESL, an accent must be taught to foreign learners, and RP fulfils this purpose. The fact that RP is spoken by a tiny minority does not mean that learners should not learn it. This fact by itself is not enough of a reason for not teaching RP. A learner of English may need to study the features of the English language and phonology such as weak forms and diphthongs. For example, in the English Department in Syria, the learner will study these features when learning the grammar and

phonetics of the English language as they are incorporated into the course. Finally, RP, like any other accent, does change, and the changes and differences can be referred to and incorporated into teaching materials so that they are continuously updated. A learner is learning a language at a particular time and it is the RP of that time which is the accent taught. The fact that RP changes is not of itself a reason for not teaching it. It remains the accent taught to foreign learners and there is no obvious or compulsory reason to change this.

Some researchers, like Underhill (1994) and Close (1971), argue that RP is a good model to choose for teaching purposes. Commenting on the pronunciation of a newscaster on the BBC world service, Underhill (1994: 59) says: ‘this type of pronunciation is useful as a target for learners to aim at in their speaking skill, as it is clear, easy to listen to and widely understood’. Close (1971: 148) also argues that RP is an appropriate accent to be taught to learners of English.

Cruttenden (2001: 297) argues that: ‘The decisive criteria in the choice of any teaching model must be that it has wide currency, is widely and readily understood, is adequately described in textbooks, and has ample recorded material available for the learner’. According to Cruttenden (ibid), it is clear that, if these criteria are admitted, British RP is an important candidate as a basic model which is already taught throughout the world. Furthermore, if a model based on a British pronunciation is used for the foreign learner, General RP is still recommended as the target (ibid: 298). Fundamentally important teaching aids and reference materials - in particular dictionaries - have been based upon it (Mitchell and El-Hassan, 1989: 10). According to Dalton and Seidlhofer (1994: 6), RP is used as a model because it is

easy to get information about it, as it is the most fully described accent. Furthermore, prestige forms tend to be more widely accepted in a wider range of communicative situations, while non-prestige accents are often regarded as odd (ibid: 7). RP, therefore, can be considered as a widely intelligible British accent.

RP has been traditionally the type of pronunciation taught to learners of English as a second and foreign language. University authorities in Syria deem it important to present the students with a pronunciation model in order to show them the different sounds of English, how they are made and the organs of speech that are used in producing those sounds. The English Department aims at producing fluent speakers of English who can communicate effectively. Teaching RP as a model can fulfil these goals. The majority of the professors and lecturers in the Department of English at Damascus University have been themselves taught RP and educated in the UK. Therefore, it is unlikely that the students would encounter various styles of pronunciation.

RP is the Standard British model adopted widely as a reference accent for learners of English as a second/foreign language. However, it also changes across time and sociolinguistic issues associated with it point to the difficulty of retaining RP as the only reference accent for learners of English. It is for this reason, perhaps, that the issue of pronunciation has been neglected in terms of research into ELT. Some voices argue in favour of applying RP as a teaching model, while others argue against that adoption. With regard to selecting an approximate model, Received Pronunciation (RP) is chosen as an English accent model in the Department of English in Syria. Although RP is still

used in Syria as a reference accent, it is important to see what the learners currently are aiming at and what is the best model to follow. In other words, RP might be the perfect model if learners are aspiring to a native-like English proficiency. However, this might not be the case if their main aim is to be understood, rather than to be proficient according to a pronunciation model which is itself fraught with difficulties. As far as the Syrian learners in the English Department at Damascus University are concerned, they may need no more than an intelligible accent in order to be understood because they mainly contact non-native English speakers in the Syrian context. Next, a discussion of the second pronunciation aim, which is intelligibility, is presented.