This paper provides an overview of the main findings from a European-wide on-line survey of English pronunciation teaching practices. Both quantitative and qualitative data from seven countries (Finland, France, Germany, Macedonia, Poland, Spain and Switzerland) are presented, focusing on teachers' comments about:• their own pronunciation, • their training, • their learners' goals, skills, motivation and aspirations, • their preferences for certain varieties (and their perception of their students' preferences). The results of EPTiES reveal interesting phenomena across Europe, despite shortcomings in terms of construction and distribution. For example, most respondents are non-native speakers of English and the majority of them rate their own mastery of English pronunciation favourably. However, most feel they had little or no training in how to teach pronunciation, which begs the question of how teachers are coping with this key 1 Henderson and Frost are listed first because they did the final editing. Thereafter, authors are listed in alphabetical order of the country whose data they gathered and analysed. The order of the other authors thus reflects neither hierarchy nor significance of individual contributions, as this is a truly collaborative project and article.

ABSTRACT:The categories 'ESL' and 'EFL' should not be seen as discrete as traditionally assumed but as located on a continuum. Since the traditional categorization as either foreign or second-language English strongly depends on the historical and sociopolitical development of a territory, with postcolonial speech communities normally ascribed ESL status and non-postcolonial speech communities being treated as EFL, recent research has made first attempts for an integrative analysis of such Englishes. Based on the framework of Schneider's Dynamic Model, the paper at hand introduces the model of Extra-and Intraterritorial Forces (EIF model) to meet the aim of a joint approach to those Englishes which have so far mostly been treated independently of each other. Its practical application is demonstrated in reference to the development of English in Namibia.

This paper presents a subset of findings from a European-wide, on-line survey of English pronunciation teaching practices (EPTiES). Quantitative and qualitative data from seven countries

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Since the vowel systems of German and English are similar to some extent, German learners of English can be expected to transfer a considerable part of their German vowels to their L2 English. This paper traces the extent and source of positive and negative L1 transfer in two groups of university students from different German L1 backgrounds. To this end, acoustical analyses of three areas of vowel space are provided: high front vowels, high back vowels and mid/low front vowels. While positive transfer widely persists with high front vowels, learners refrain from consistently transferring high back vowels, probably owing to variability both in L1 German and in L2 English. In the case of mid/low front vowels negative transfer is reduced due to exposure to native English , and even more so due to formal instruction, which appears to accelerate the acquisition process