Hacia una conceptualización de la inteligibilidad del inglés como lengua internacional
Definiciones históricas y tendencias contemporáneas
DOI:
https://doi.org/10.48162/rev.57.027Palabras clave:
inteligibilidad, pronunciación en L2, lingua franca core, inglés como lingua franca, norma del hablante nativoResumen
El hecho que los hablantes no nativos del inglés hayan superado en número a los hablantes nativos ha causado un cambio gradual con respecto a las prácticas pedagógicas adoptadas en la enseñanza del inglés (English Language Teaching, ELT) (Caine, 2008; Rose et al., 2020), especialmente aquellas asociadas a la enseñanza de la pronunciación (Isaacs, 2018; Pennington, 2021), la cual se ha centrado, tradicionalmente, en el hablante nativo. Hoy en día, la discusión, la cual aún se encuentra abierta, se enfoca en la pronunciación basada en la inteligibilidad.
Este trabajo presenta una revisión bibliográfica de las definiciones del concepto de inteligibilidad propuestas por los autores más destacados en un periodo de setenta años. Aunque se ha asociado a varios otros términos como eficacia (Catford, 1950), comprensión (Smith & Rafiqzad, 1979), comprensibilidad (James, 1998; Munro & Derwing, 1995b; Smith & Nelson, 1985), interpretabilidad (Smith, 1992; Smith & Nelson, 1985), entendibilidad (Kenworthy, 1987), comunicación (Kenworthy, 1987), y comunicatividad (James, 1998), parece haber cierto consenso en que la inteligibilidad es un fenómeno complejo el cual involucra la producción y reconocimiento/recepción de la lengua en forma oral. Se espera que este trabajo de revisión sirva como ayuda a los profesores de pronunciación de L2 en la toma de decisiones sobre sus propias posturas y estándares que han de utilizar en sus propias prácticas pedagógicas.
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