@article{oai:chuo-u.repo.nii.ac.jp:00011734,
 author = {安藤, 香織},
 journal = {英語英米文学},
 month = {Feb},
 note = {application/pdf, This paper overviews the history of English pronunciation teaching after 1950. English has gained itself the status of being an international communication tool and has more varieties than ever before. Indeed the number of non-native English speakers has surpassed that of native speakers and the gap continues to grow. This has led to changes in pronunciation teaching as learnersʼ pronunciation goals and needs have changed. The history of ESL pronunciation teaching after 1950 can be divided into three periods, 1) 1950sʼ: period when native-like pronunciation was the main goal, 2) 1960sʼ -70ʼ: period when pronunciation teaching was neglected or sometimes completely ignored, and 3) 1980sʼ: achieving intelligibility, especially towards other non-native speakers from different L1 backgrounds, as the main goal. These shifts were caused and supported by teaching approaches which were popular around each period as well as the situations around the English language at that time. English pronunciation models used in classrooms in Japan seem to have been limited to those of native English speakers. Many Japanese students do not have much exposure to the English language outside of their usual English classes, thus it can be assumed that their exposure to non-native pronunciations of English would also be limited. Despite this, it is almost certain that Japanese students will communicate in English with not only native English speakers but also, and perhaps more likely, with non-native speakers when they actually use the English language to communicate outside of the classroom. There might be an urgent need to consider how to best introduce non-native varieties of English to Japanese learners of English.},
 pages = {137--149},
 title = {英語発音指導における目標の変遷},
 volume = {59},
 year = {2019},
 yomi = {アンドウ, カオリ}
}