VIETNAM NATIONAL UNIVERSITY – HOCHIMINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE EXPLORING TEACHERS’ ATTITUDE TOWARDS THE PRONUNCIATION OF ENGLISH[.]
INTRODUCTION
Background to the study
English pronunciation has been widely overlooked in the settings of English as a Second Language and English as a Foreign Language (Gilakjani & Ahmadi, 2011; Ketabi
English pronunciation is often overlooked by both teachers and learners, leading to significant challenges for Vietnamese students in effective communication, despite years of study (Gilakjani & Ahmadi, 2011; Tweedy, 2012; Lin, 2014) As English becomes increasingly vital for connecting Vietnam to the global community, the importance of teaching pronunciation has come under scrutiny, highlighting its essential role in facilitating effective communication.
Globalization has given rise to World Englishes (WE) and English as a Lingua Franca (ELF), with Crystal (2018) noting that there are two billion non-native English speakers (NNESs) compared to only 400 million native English speakers (NESs), creating a 5 to 1 ratio This shift means that NNESs now constitute the majority of English speakers In Vietnam, English plays a crucial role not only in the job market but also across various sectors, leading to more frequent interactions among Vietnamese NNESs and other non-native speakers in multilingual settings where English serves as a Lingua Franca.
In TESOL, teaching English pronunciation presents significant challenges, as many students perceive it as overly difficult to master (Gilakjani & Ahmadi, 2011) Additionally, the pronunciation of Native English Speakers (NESs) is becoming less commonly utilized.
In the context of English as a Lingua Franca (ELF) in Vietnam, it is essential to explore effective pedagogical approaches for teaching ELF pronunciation A critical first step is to investigate the attitudes of Vietnamese English teachers towards ELF pronunciation, as this will inform the development of appropriate teaching strategies.
The current study focuses on exploring the teachers‟ instruction and attitude towards the pronunciation of ELF at Windy English Center (WEC), an English center in
Ho Chi Minh City, Vietnam, faces challenges in teaching standard English pronunciation, such as Received Pronunciation (RP) and General American (GA), due to the absence of native English teachers at WEC The primary goal of English pronunciation instruction at WEC is to improve students' intelligibility in communication, aligning with the theory of English as a Lingua Franca (ELF) Consequently, WEC teachers require a more effective approach to teaching English pronunciation within ELF contexts.
Aims of the study
The use of English in Vietnam has evolved beyond monolingual contexts due to globalization, necessitating that Vietnamese speakers of English as non-native speakers (NNESs) understand the significance of English in multilingual settings A current debate in language teaching revolves around whether to adhere to standard English pronunciations, such as Received Pronunciation (RP) and General American (GA) In light of this, the pronunciation of English as a Lingua Franca (ELF) is anticipated to improve speech intelligibility in multilingual environments and support English pronunciation instruction in Vietnam Consequently, it is essential to investigate the perspectives and teaching methods of Vietnamese English teachers, especially those at WEC, regarding ELF pronunciation.
This study investigates the instructional methods and attitudes of teachers regarding the pronunciation of English as a Lingua Franca (ELF) at Windy English Center Two key research questions were formulated to examine the teachers' approaches to pronunciation instruction and their associated attitudes.
1 How do the teachers at WEC instruct the pronunciation of English as a Lingua Franca?
2 What is the attitude of the teachers at WEC towards the pronunciation of English as a Lingua Franca?
Significance of the study
This study aims to enhance the existing literature on English pronunciation teaching in Vietnam, focusing specifically on English teachers at WEC and their attitudes towards English as a Lingua Franca (ELF) The findings will serve as a valuable resource for these educators in future pronunciation instruction Furthermore, the study may offer important pedagogical insights for WEC administrators and textbook evaluators, guiding them in the development of more effective teaching and learning materials for English pronunciation.
Scope of the study
This study primarily examines the instruction and attitudes of English teachers at WEC in Ho Chi Minh City, Vietnam, regarding the pronunciation of English as a Lingua Franca (ELF) The analysis is constrained by a limited sample size, time, and geographical scope, focusing solely on WEC teachers Consequently, the findings may vary if the research were to encompass a broader range of locations and participants.
Organization of thesis chapters
Chapter 1 begins with the background to the study The aims and significance of the study are stated after the problem statement is identified The scope of the study is presented in the end
Literature is reviewed in Chapter 2 by laying out theoretical and empirical developments surrounding English pronunciation, English as a Lingua Franca, and the attitude(s) towards ELF
Chapter 3 outlines the methodology of the study, beginning with a restatement of the research questions It details the study's context, participants, and sampling strategy following a justification of the research design The chapter further describes the research instruments, data collection procedures, and data analysis scheme Finally, it presents a thematic network of the qualitative data collected.
In Chapter 4, qualitative data collected from the interviews and the observation field-notes is analyzed and discussed based on the literature
Chapter 5 provides a summary of the findings and discusses their implications for teaching English pronunciation in Vietnam It also includes an analysis of the study's limitations and offers recommendations for future research.
LITERATURE REVIEW
Pronunciation and its role in language classrooms
In phonology, pronunciation pertains to the sound layer of a language and serves as a social and expressive tool that enhances communication (Candlin & Crichton, 2019) While theoretical linguists often use the term phonology to encompass all aspects of linguistic sounds, pronunciation is specifically recognized in TESOL as a key component of language proficiency and a skill essential for effective spoken communication.
Candlin and Crichton (2019) define pronunciation as a linguistic skill that involves learning to articulate and distinguish the phonemes of a language's consonant and vowel system, known as segmental phonology, as well as the features of connected speech that constitute its prosodic system, referred to as suprasegmental phonology Furthermore, Gilakjani (2012) highlights that segmental features pertain to the micro level, while suprasegmental features relate to the macro level of English pronunciation.
Figure 2.1 Various Features of English Pronunciation (Gilakjani, 2012, p 120)
This study examines how teachers at WEC emphasize segmental and suprasegmental features in teaching ELF pronunciation According to Jenkins (2000), communication breakdowns often stem from improper pronunciation of segmental features, leading to the proposal of the Lingua Franca Core (LFC) to improve intelligibility among non-native English speakers (NNESs) Notably, the LFC identifies only one essential suprasegmental feature—tonic or nuclear stress—as critical for intelligibility Thus, analyzing the focus on teaching these features suggests an ELF-oriented approach to English pronunciation instruction at WEC.
In recent years, pronunciation teaching has been largely overlooked in major language teaching approaches, often described as "the lost ring of the chain" (Moghaddam et al., 2012) and a "servant skill" essential for effective speaking and listening (Levis, 2020) Consequently, pronunciation is often taught in a rushed manner, lacking organization, with teachers primarily focusing on providing feedback on errors (Candlin & Crichton, 2019) Recent studies reveal that pronunciation instruction remains a minor component of the overall language curriculum in classrooms.
Principles for teaching English pronunciation
Pronunciation research and pedagogy have traditionally been influenced by two opposing principles: nativeness and intelligibility The nativeness principle suggests that L2 learners can attain native-like pronunciation, which is considered desirable In contrast, the intelligibility principle argues that it is acceptable for L2 learners to have noticeable foreign accents, provided they remain understandable.
(2020) confirmed that the term intelligibility used in his 2005 article can be defined as
Focusing on intelligibility in language teaching can prevent the inefficient use of valuable instructional time (Levis, 2016) However, recent trends have shifted towards emphasizing the nativeness principle in the teaching of second language phonology (Jenkins, 2015).
The traditional approach to teaching English pronunciation has relied heavily on the norms of Native English Speakers (NESs), emphasizing the nativeness principle in language instruction and assessment However, this principle has faced significant criticism from pronunciation experts and applied linguists Many argue that it is unrealistic for most second language (L2) learners to achieve native-like pronunciation levels (Jenkins, 2009b) Additionally, the global population of Non-Native English Speakers (NNESs) has surpassed that of NESs, making adherence to native standards increasingly inappropriate (Seidlhofer, 2011) Furthermore, the relationship between accents and personal identity has sparked further debate (Rindal, 2010) These concerns regarding achievability, appropriateness, and identity have fueled ongoing discussions about the validity of the nativeness principle (Isaacs & Trofimovich, 2012; Isaacs, 2014; Munro & Derwing, 2015; Jenkins).
Recent discussions on the nativeness principle in English pronunciation teaching highlight the importance of incorporating multilingual perspectives in language instruction, as a sole focus on monolingual contexts can be problematic (Jenkins, 2009b; Galloway & Rose, 2014; Wang, 2016) English is a global language that belongs to all its users, and the adaptations made by non-native English speakers (NNESs) should be embraced rather than discouraged (Seidlhofer, 2011) Effective communication is achieved not by rigidly following established rules, but by adapting English to fit various contexts (Cogo, 2012) Consequently, the intelligibility principle, which prioritizes mutual intelligibility in language teaching, has gained traction as a key approach to teaching English pronunciation, with Levis (2020) describing it as “the ultimate goal” of oral communication.
Figure 2.2 Intelligibility as central to oral communication
In figure 3, the overlapping areas of the central circle are believed to influence the intelligibility of oral communication, with pronunciation being a key factor that affects grammatical and lexical features, such as the pronunciation of the –ed morpheme in English While gestures and non-verbal backchanneling do not overlap with the pronunciation circle, they still significantly impact speech intelligibility (Levis, 2020) This study adopts the definition of intelligibility from Levis (2005), referring to the speaker's ability to be understood, which is influenced by the listener's interpretation of the phonological content and their familiarity with the speaker's accent (Browne & Fulcher, 2017).
Before the 1970s, pronunciation teaching primarily concentrated on segmental features, such as consonant and vowel sounds However, with the rise of the communicative approach in the 1970s, there was a significant shift away from these techniques, as they were deemed unsuitable for communicative language teaching Consequently, during the 1990s and early 2000s, the emphasis in pronunciation instruction shifted towards suprasegmental features.
Since the 2000s, research has highlighted the significance of segmental features in achieving intelligibility, leading to a more balanced approach in English pronunciation teaching that addresses both segmental and suprasegmental features Mispronunciations of segmental features can lead to serious communication issues, while suprasegmental features improve a speaker's communicative effectiveness and a listener's ability to understand meaning and intention in various contexts (Candlin & Crichton, 2019).
In recent years, the teaching of pronunciation has been neglected, making it essential to adopt either a segmental or suprasegmental approach in language instruction to meet linguistic objectives The role of segmental and suprasegmental features in improving speech intelligibility has come under scrutiny According to Collins and Mees (2013), six key features of English pronunciation can lead to a loss of intelligibility, with five segmental features—particularly the accurate production of vowel and consonant sounds—being vital for clear communication Additionally, word stress, the only suprasegmental feature identified, is recognized as a potential cause of communication breakdown.
Table2.2 Errors leading to breakdown of intelligibility
Lack of contrasts in vowel system, e.g /ɪ/ and /iː/ in ship and sheep
Confusion of final fortis and lenis consonants, e.g /f/ and /v/ in leaf and leave
Absence of consonant clusters, e.g /br/ and /fr/ in brown and frown
Crucial consonant contrasts, e.g /ʃ/ and /s/ in shock and sock
Deletion or replacement of /h/, e.g French and Italian English
Medial and final word stress, e.g the misplacement of stress in opponent
Research by Collins and Mees (2013) emphasizes the importance of segmental and suprasegmental features in monolingual settings dominated by native English speakers (NESs) Jenkins (2009a) argues that English pronunciation instruction should prioritize intelligibility in English as a Lingua Franca (ELF) contexts He asserts that segmental features hold greater significance than suprasegmental features in communication among non-native English speakers (NNESs), as improper use of suprasegmental elements can hinder understanding Therefore, adopting a segmental approach to pronunciation teaching is more effective for improving speech intelligibility among NNESs in ELF environments.
The pronunciation of English as a Lingua Franca
World Englishes (WE) refers to the diverse variants of English that have developed in regions influenced by the UK and the US (Kachru, 1985) The study of WE focuses on identifying these variants within different sociolinguistic contexts globally, examining how sociolinguistic histories, multicultural influences, and functional settings shape English usage Kachru's model describes the spread of English through three concentric circles: the Inner Circle, Outer Circle, and Expanding Circle, each representing distinct patterns of acquisition, spread, and regional differences in functional domains (Kachru, 1985).
Figure 2.3 Three-circle model of World Englishes
(Melchers & Shaw, 2009, p 8) adapted from Kachru (1985)
The Inner Circle of English consists of countries where English is predominantly spoken as a first language, including the USA, UK, Canada, Australia, New Zealand, and the Caribbean In these regions, English language norms are established and influence global usage The Outer Circle encompasses countries like Malaysia, Singapore, India, Ghana, and Kenya, where English serves as a crucial tool for education, politics, and business, and where local norms are developed Lastly, the Expanding Circle includes nations such as China, Japan, Greece, Poland, and Vietnam, where English is learned as a foreign language, reflecting a non-colonized history with the Inner Circle.
The theory of World Englishes (WE) was initially discussed by Quirk (1985), who advocated for English teachers to prioritize native norms and performance, stressing the importance of a uniform standard for English usage across all circles Quirk argued for a consistent standard in both written and spoken English to effectively manage its use in diverse contexts In contrast, Kachru (1985) contended that embracing various English varieties that deviate from native norms does not necessarily lead to communication breakdowns among speakers.
Kachru's (1985) three-circle model illustrates the diverse usage of English across different language and cultural backgrounds, emphasizing that no single type of English is superior In TESOL, a pertinent question arises regarding which English pronunciation varieties should be taught For Vietnamese students in native English-speaking countries, standard English pronunciations like RP or GA are ideal However, for effective communication in multilingual contexts, teaching English as a Lingua Franca (ELF) pronunciation, which accommodates various accents and varieties, is essential.
In the early 2000s, researchers inspired by WE theories began advocating for English as a Lingua Franca (ELF), emphasizing the need to codify various ELF varieties to reflect the diverse use of English across different cultures.
World Englishes (WE) theories challenge the notion that English is primarily learned for communication with native English speakers (NESs) in the Inner Circle While ELF researchers acknowledge this, they contest the characterization of WE as merely non-native models of English, arguing that it does not pertain to English as a Lingua Franca (ELF) communication (Jenkins, 2015) This distinction is significant, as current estimates indicate that the expanding circle comprises the largest population of English speakers globally (Crystal).
2018) As a result, NNESs from this circle are acquiring and using a language that has become known as English as an international language or Lingua Franca
The concept of English as a Lingua Franca (ELF) has been explored in academic literature, with some researchers like House (2003) arguing that it excludes native English speakers (NESs) from the inner circle However, a growing consensus among scholars, including Jenkins (2009b) and Seidlhofer (2011), suggests that NESs can actively participate in ELF communication.
English as a Lingua Franca (ELF) is characterized as a contact language among speakers with diverse first languages, as defined by Jenkins (2009b) and Seidlhofer (2011) These definitions emphasize the use of English in intercultural communication, distinguishing ELF from earlier conceptualizations that did not account for native English speakers (NESs) who engage in ELF interactions.
The distinction between English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) is significant, as EFL relies on native English speakers' (NESs) norms, while ELF operates under global norms Seidlhofer (2011) highlights that ELF is characterized by its unique linguacultural norms, communication objectives, and processes, setting it apart from EFL Jenkins (2009b) further clarifies that EFL is rooted in the Foreign Languages model, where the goal is to communicate with and gain recognition from NESs In contrast, ELF encompasses global Englishes, facilitating communication across various contexts, including outer, inner, and expanding circles The differences between EFL and ELF are summarized in Table 2.3a.
Table 2.3a The EFL and ELF paradigms (Jenkins, 2009b, p 144)
- Part of modern foreign languages
- Deviations from NESs‟ English are considered deficits
- English is described by metaphors of transfer, interference, and fossilization
- Code-switching is considered an attempt to compensate for inadequate English knowledge
- Deviations from NESs‟ English are considered reasonable differences
- English is described by metaphors of language contact and evolution
- Code-switching is considered a bilingual means to promote speaker identity and solidarity
The ELF approach offers a flexible method for English pronunciation by diminishing the dominance of Native English Speakers (NESs) over language norms Supporters of ELF argue that this perspective is valid, given the global expansion of English, which is now used by billions as a second language for various purposes In Vietnam, although English is not an official language, it plays a crucial role in communication, both in educational settings and daily life Consequently, Vietnamese speakers often adopt ELF variations of standard English to enhance their communication efficiency and confidence when interacting with Non-Native English Speakers (NNESs).
2.3.3 Principles of English as a Lingua Franca
The concept of English as a Lingua Franca (ELF) is not widely recognized in Vietnam, making it essential to provide an overview of the ELF approach and recommendations for its integration into the Vietnamese educational system The following insights, while grounded in Kirkpatrick's (2014) research, are tailored to the specific context of Vietnam.
The primary goal of language teaching, according to Kirkpatrick (2014), is intelligibility in English as a Lingua Franca (ELF) With the rise of ELF, sounding nativelike is less important than achieving mutual intelligibility among non-native English speakers (NNESs) This means that NNESs can effectively communicate with one another, regardless of their English varieties It is essential to recognize that there is no linguistic requirement for NNESs to mimic native English speakers (NESs) from countries like the USA or the UK Multilingual individuals, such as Vietnamese speakers of English, can express their unique identity and culture through ELF pronunciation.
The second principle emphasizes the importance of intercultural competence by prioritizing local cultures over native English-speaking cultures in language teaching Incorporating local literature and popular culture into the English as a Lingua Franca (ELF) curriculum is essential Teachers and students from expanding circle countries should showcase the integration of English with their native languages to highlight local and regional cultural experiences For instance, Asian students should focus on themes relevant to Asian events and culture, with a recommendation to reference the Asian Corpus of English.
The third principle emphasizes the preference for local multilingual teachers in English as a Lingua Franca (ELF) contexts These teachers, familiar with their students' linguistic backgrounds, are deemed the most suitable for teaching English Multilingual educators who are fluent in English and share similar language backgrounds with their students provide the most relevant linguistic models This perspective contrasts sharply with English as a Foreign Language (EFL) views, which prioritize Native English Speakers (NESs) as the ideal language teaching models.
The fourth principle emphasizes the importance of learning environments in English as a Lingua Franca (ELF) contexts While many believe that studying English in a native-speaking country provides the best immersion experience, current political and economic challenges make this option less feasible Instead, sending students to countries where English serves as a Lingua Franca may offer a more practical and effective alternative for language learning.
Attitude towards the pronunciation of English as a Lingua Franca
Language attitude refers to the emotional, cognitive, or behavioral responses individuals have towards various language varieties, as defined by Ryan and Giles (1982) While there is a vast amount of literature on this topic, studies focusing on dialects represent the most significant portion of research in this field.
In 1976, studies on dialects were classified into two main categories: extended samples of dialects and specific features, particularly phonetic aspects This study investigates the first category by examining teachers' attitudes towards the pronunciation of English as a Lingua Franca (ELF) Additionally, it explores the teachers' instruction on specific pronunciation features in the context of Lingua Franca Core (LFC) Notably, the term "attitude" is used in the singular form in this study, focusing exclusively on the teachers' perspectives regarding ELF pronunciation.
2.4.2 Attitude towards the pronunciation of English as a Lingua Franca
Since its introduction, the Lingua Franca Core, which features the pronunciation of ELF, has sparked considerable arguments among researchers According to Sowden
In 2012, significant theoretical and pedagogical issues were identified in the ELF and LFC requirements Vietnamese researchers, including Phuong (2021), expressed concerns regarding the acceptance of LFC among language teachers and students, primarily due to their negative attitudes towards ELF Consequently, there has been a scarcity of positive perceptions regarding ELF pronunciation Overall, both language learners and teachers have shown a preference for standard English pronunciations, such as RP and GA, which are often favored for their higher status (Dragojevic & Giles, 2014).
The benefits of ELF pronunciation have been questioned by many linguists Shu
Research indicates that a complete loss of intelligibility can arise from inadequate vowel quality and word stress, both of which are non-core features in Lingua Franca Core (LFC) These elements are essential in preventing misunderstandings in English as a Lingua Franca (ELF) interactions Furthermore, students' confidence and motivation are adversely affected by the fear of losing face when attempting ELF pronunciation, leading to a significant decrease in their willingness to engage Additionally, the lack of instruction on suprasegmental features in LFC may negatively impact students' listening performance.
Despite the growing recognition of English as a Lingua Franca (ELF) among educators and researchers globally, positive perceptions of ELF pronunciation remain rare This is primarily due to concerns regarding the perceived status of ELF speakers, as noted by Dragojevic and Giles (2014) Additionally, certain non-core features, such as word stress and vowel quality, are viewed as essential for maintaining intelligibility (Shu, 2019) Furthermore, challenges related to students' confidence and listening skills have been identified as significant issues (Brawn, 2010; Zielinski, 2012; Huang, 2009; Kissling, 2018).
Empirical studies in TESOL have revealed significant insights into teachers' attitudes towards English as a Lingua Franca (ELF) pronunciation Timmis (2002) conducted one of the pioneering studies, surveying 180 teachers across 45 countries, and found a prevailing preference for adherence to Native English Speakers' (NESs) pronunciation norms The study highlights that both native and non-native English teachers view "accented intelligibility" as the most desirable outcome, with NESs' competence serving as the standard for pronunciation instruction.
Sifakis and Sugaru (2005) investigated Greek teachers' attitudes towards English as a Lingua Franca (ELF), revealing two main issues: teachers' beliefs about ELF pronunciation and their awareness of ELF-related topics, such as the mutual intelligibility among non-native English speakers (NNESs) The study collected 421 questionnaires from English teachers across primary, lower-secondary, and upper-secondary levels in Greece The findings align with Timmis (2002), indicating that teachers continue to associate English with its native speakers and believe that certain pronunciation features of native English speakers' (NESs) English should be learned.
Young and Walsh (2010) investigated the beliefs of non-native English teachers regarding target varieties of English, focusing on pronunciation and grammar The study involved 26 teachers from Europe, Africa, and various regions of Asia through focus group interviews The results indicated a lack of support for the concept of English as a Lingua Franca (ELF), as most participants, despite recognizing the global spread of English varieties, expressed a preference for adhering to a standard form of English.
Luo (2017) explored Taiwanese teachers' views on English as a Lingua Franca (ELF), focusing on ELF pronunciation and related skills The study found that while instructors are aware of ELF and its communicative benefits, they continue to rely on Native English Speakers' (NES) standards for their teaching Additionally, the research highlights the difficulties in integrating ELF into pronunciation classes, despite the recognized need to enhance ELF awareness.
Hariri, Munir, and Anam (2019) conducted a study examining lecturers' attitudes towards English as a Lingua Franca (ELF) pronunciation and their perspectives on the use of various English varieties in the classroom Interviews with 10 lecturers from two private universities and one state university in Surabaya, Indonesia revealed that native English speakers' (NESs) pronunciation norms are preferred as models in language instruction, aligning with findings from Young and Walsh (2010) Additionally, the lecturers acknowledged their own pronunciation as non-standard English.
Over the past two decades, numerous global studies have investigated teachers' attitudes towards English as a Lingua Franca (ELF) pronunciation Despite recognizing the importance of ELF in multilingual communication, few studies have reported positive attitudes among participants The findings indicate that native English speakers' norms continue to serve as the standard for teaching English pronunciation, highlighting a significant pressure to adhere to standard English in non-native English-speaking countries.
Recent studies on English as a Lingua Franca (ELF) pronunciation in Vietnam have shown encouraging outcomes Phan (2016) investigated the attitudes of Vietnamese teachers towards ELF pronunciation and their teaching practices, gathering data from 52 participants through six focus groups and 19 individual interviews The findings indicate that non-native English teachers generally accept and appreciate various English accents The study emphasizes the importance of fostering tolerance among teachers and students towards non-native accents, highlighting that the primary objective of language learning is effective communication in real-life situations.
Nguyen (2021) investigated high school teachers' attitudes towards English as a Lingua Franca (ELF) and their teaching practices, particularly in English pronunciation, across 11 high schools in Ba Ria Vung Tau Province with 109 participating teachers The findings reveal that these educators possess a solid understanding of ELF and its essential role in language acquisition, often incorporating ELF into their classrooms to enhance students' knowledge and awareness of the concept.
Phuong (2021) investigated the attitudes of Vietnamese English teachers towards pronunciation models, particularly focusing on English as a Lingua Franca (ELF) pronunciation The research involved 10 female teachers, all of whom held master's degrees in TESOL Findings indicate that most participants do not view themselves as effective English pronunciation models, attributing this to their non-native accents and insufficient pronunciation teaching methods.
Numerous studies in Vietnam have investigated teachers' attitudes towards the pronunciation of English as a Lingua Franca (ELF), yet there is a lack of research focusing on their instruction regarding specific features of the Lingua Franca Core and their corresponding attitudes This study aims to address this gap in ELF literature within Vietnam A positive attitude among teachers may lead to improved methods of pronunciation instruction, emphasizing the importance of teaching core features of English pronunciation to enhance speech intelligibility Consequently, simplifying or omitting non-core pronunciation features can help achieve more attainable teaching goals.
The principle theories of intelligibility in pronunciation and English as a Lingua Franca are highly relevant to the current study Therefore, a conceptual framework was drawn out to guide the study
METHODOLOGY
Research questions
Two research questions were developed to guide the investigation
1 How do the teachers at WEC instruct the pronunciation of English as a Lingua Franca?
2 What is the attitude of the teachers at WEC towards the pronunciation of English as a Lingua Franca?
Research design
This study utilized a qualitative case study approach to explore two research questions, as defined by Cohen and Morrison (2007), which emphasizes investigating specific instances within their real-life contexts Qualitative data collection and analysis were employed, recognizing that the phenomenon under investigation is often intertwined with its contextual environment (Yin, 2013).
Semi-structured interviews were conducted with teacher participants to address the first two research questions To achieve data triangulation, field notes were collected through observations of actual classroom practices, further supporting the research inquiries The qualitative data from these sources was analyzed using a thematic network, with the alignment of research questions, analysis methods, and data sources detailed in Table 3.2.
Table 3.2 Correspondence of research questions, analysis procedures, and data sources
Research questions Analysis procedures Data sources
RQ1: How do the teachers at WEC instruct the pronunciation of English as a Lingua
Qualitative: Themes analysis of interviews and field notes
Teacher interviews and class observations
RQ2: What is the attitude of the teachers at
WEC towards the pronunciation of English as a Lingua Franca?
Qualitative: Themes analysis of interviews and field notes
Teacher interviews and class observations
Context of the study
The study was carried out at Windy English Center in District 9, Ho Chi Minh City, Vietnam, from June 2020 to February 2021, involving interviews with Vietnamese English teachers approved by the administration The center traditionally adheres to standard English, specifically British and American English, utilizing textbooks from Oxford University Press and Cambridge University Press, with a curriculum focused on communicative purposes However, the absence of native English speakers (NESs) at the center has resulted in English pronunciation being taught by Vietnamese teachers, who possess strong Vietnamese accents.
The primary goal of teaching English pronunciation at WEC is to improve students' intelligibility in communication rather than achieving native-like pronunciation Consequently, WEC teachers are not mandated to conduct separate pronunciation courses; instead, pronunciation is taught as part of an integrated approach alongside the four main language skills Teachers are expected to emphasize pronunciation to enhance students' speaking and listening abilities, ultimately facilitating better communication in English.
Participants and sampling procedure
The study involved eight teachers as participants, reduced from the planned ten due to two postponements caused by the Covid-19 pandemic Crouch and McKenzie (2004) suggest that qualitative research with fewer than 20 participants can yield more effective results, as it facilitates stronger relationships and more natural conversations Given the focus on the Windy English center, the eight teachers were deemed sufficient to address the two research questions Purposeful sampling was employed to select participants with in-depth knowledge of English as a Lingua Franca (ELF), a strategy aimed at identifying information-rich cases to optimize limited resources (Patton, 2002).
Table 3.4 General information about the teacher participants
Years of teaching at WEC
The study involved Vietnamese English teachers from primary and junior high schools, with three participants also working at colleges and universities The teachers, aged 24 to 46, held Bachelor’s and Master’s degrees in TESOL from both domestic and international institutions Their teaching experience varied significantly, with half of the participants having at least a certain level of experience.
With five years of teaching experience, the majority of our educators have previously worked at renowned English centers like VUS and Duong Minh They possess expertise in teaching English pronunciation as a key component of General English classes Notably, two of the eight participating teachers (P2, P8) have also taught pronunciation courses at the college and university levels.
The observed classes at WEC included Kid's Box (KB), Key English Test (KET), Pre-Ielts (PIE), and General English (GE), with the class codes reflecting the students' grade levels Pronunciation was integrated with the four main language skills; however, the absence of native English teachers and dedicated pronunciation courses posed challenges in teaching standard pronunciation Consequently, all participating teachers expressed a strong interest in the pronunciation of English as a Lingua Franca (ELF) and aimed to incorporate its principles into their teaching practices.
Research instruments
Classroom observations were conducted to gather first-hand information on English pronunciation teaching and to validate interview data Cohen and Morrison (2007) highlight that this method provides the advantage of collecting live, authentic data Each teacher was observed twice throughout the study, using a pre-prepared observation form (APPENDIX 1, p 74) that includes a list of pronunciation features in Lingua Franca Core (LFC) developed by Professor Jenifer Jenkins from the University of Southampton (Jenkins, 2000; Jenkins, 2009a).
The observation form consists of three sections: the first section outlines the study's name and objectives, while the second provides general information about the observed class and the teacher The third section features a table designed for field notes, addressing the two research questions by detailing the characteristics of LFC, the focus levels for each feature, and descriptions of classroom activities related to both core and non-core features Focal observations for each LFC feature are summarized in Table 3.5a.
Table 3.5a Core and non-core features in the observation form
Core/ non-core features in LFC Focal observations
The consonant inventory - Teachers‟ instruction on /θ/ /ð/ and /ɫ/
Consonant clusters - Teachers‟ instruction on consonant clusters at the end of the word Vowel quantity - Teachers‟ instruction on long - short contrast
Tonic or nuclear stress - Teachers‟ instruction on stressed syllables in intonation units Vowel quality - Teachers‟ instruction on regional qualities
Weak forms - Teachers‟ instruction on weak forms
Features of connected speech - Teachers‟ instruction on linking
Stress-timed rhythm - Teachers‟ instruction on speech pace
Word stress - Teachers‟ instruction on word stress
Pitch movement - Teachers‟ instruction on pitch change
The observation form highlights the focus on teachers' instruction regarding non-core consonant sounds in LFC, including the dental fricative pair /θ/ and /ð/, the alveolar lateral fricative /ɫ/, and the simplification of consonant clusters at word endings It is essential to also monitor teachers' guidance on vowel quality and quantity, stress, connected speech, and intonation to effectively implement an ELF approach to pronunciation teaching Notably, the core phonetic requirements in LFC are often overlooked in traditional syllabi, as indicated by Jenkins (2009a), and frequently neglected by both language teachers and learners, as noted by Burgoine (2020).
A 20-minute semi-structured interview was conducted with each teacher at a convenient time and place following the second lesson Semi-structured interviews, as noted by Cohen and Morrison (2007), are widely utilized in qualitative research due to their open-ended nature, allowing for content reordering and further probing The interview questions were developed based on the principles of English as a Lingua Franca (ELF) and Lingua Franca Core (LFC).
The interview form consists of two sections: the first section presents general information about the teachers' teaching experiences, while the second section features a table with two main interview questions aligned with the research questions To enhance clarity and diversity of personal insights, the first main question is elaborated into three detailed sub-questions (1.1 to 1.3) addressing research question 1, and the second main question is expanded into four sub-questions (2.1 to 2.4) corresponding to research question 2 The specific interview questions and their objectives are detailed in Tables 3.5b and 3.5c.
Table 3.5b Interview questions in response to research question 1
Q1: How do you teach the pronunciation of ELF at WEC?
- To explore the instruction on English pronunciation
Q1.1: Do you often teach or give feedback to the students on English pronunciation?
- To explore the frequency of teaching
Q1.2: Do you use yourself as a model to teach or give feedback to students on
- To explore the preferred models used for teaching English pronunciation
Q1.3: Do you often teach or give feedback to students on these pronunciation features?
- To explore the degrees of focus on the core and non-core features in LFC
The initial section of the interview questions aims to investigate teachers' approaches to teaching English pronunciation within the context of English as a Lingua Franca (ELF) Question 1.1 seeks to assess how frequently teachers provide instruction and feedback on pronunciation, with the expectation that a higher frequency would indicate a strong interest in this aspect of language teaching Question 1.2 focuses on identifying the preferred models for teaching pronunciation, anticipating that teachers will often use themselves as models, aligning with the principles of ELF teaching as outlined by Kirkpatrick.
Question 1.3 examines the emphasis on core versus non-core features of English pronunciation as outlined in LFC (Jenkins, 2019a) The support from teachers for omitting or simplifying certain non-core features suggests an ELF approach to teaching English pronunciation.
Table 3.5c Interview questions in response to research question 2
Q2: What is your attitude towards the pronunciation of ELF?
- To explore the attitude towards the pronunciation of ELF
Q2.1: Do you think teachers must teach either RP or GA pronunciation?
- To explore the general attitude towards the pronunciation of ELF
Q2.2: Do you think the pronunciation of people from non-native English speaking countries can have its own standards?
- To explore the acknowledgement of ELF pronunciation standards
Q2.3: Do you think teachers should teach the pronunciation of ELF in Vietnam?
- To explore the preference for teaching ELF pronunciation
Q2.4: Do you think the teaching of ELF pronunciation can be applied to the context of Vietnam?
- To explore the applicability of teaching ELF pronunciation in Vietnam
The second part of the interview questions examines teachers' attitudes towards the pronunciation of English as a Lingua Franca (ELF) Question 2.1 aims to assess the general perception of ELF pronunciation and its value compared to standard English pronunciation Question 2.2 investigates teachers' awareness of ELF standards, which differ from native English pronunciation norms Question 2.3 focuses on the preferences for teaching English pronunciation in Vietnam, while question 2.4 explores the practicality of incorporating ELF pronunciation in the classroom, highlighting its advantages and disadvantages.
Data collection procedures
The qualitative data collection involved three key stages: First, a consent letter was distributed to teacher participants and administrative staff at WEC in both written and spoken formats Next, the researcher observed classes at WEC to gather field notes Finally, a 20-minute semi-structured interview was conducted with each teacher participant, utilizing note-taking and audio-taping to investigate their instructional methods on pronunciation and their attitudes A summary of the data collection procedures is presented in Table 3.6.
Table 3.6 stages for collecting qualitative data
Stage 1: Preparation Sending consent letters to the teacher participants and administration staff
Stage 2: Observation observing classes at the research site, i.e WEC
Stage 3: Interview Conducting semi-structured interviews
Data analysis scheme
The qualitative data analysis and interpretation occurred simultaneously with the interviews and class observations Audio recordings and notes from the interviews, along with field notes from class observations, were thoroughly examined to identify recurring themes These themes were subsequently summarized, organized, and interpreted using a thematic network framework based on Attride-Stirling (2001).
Figure 3.7 Structure of a thematic network (Attride-Stirling, 2001, p 388)
Thematic networks, as described by Attride-Stirling (2001), are effective tools for organizing and presenting qualitative data Basic Themes represent fundamental assumptions that provide limited insight when considered in isolation; they require contextual interpretation alongside other Basic Themes Organizing Themes merge key concepts from multiple Basic Themes, while a collection of Organizing Themes forms a Global Theme In this study, participant codes were identified and categorized into Basic Themes, which were further organized into Organizing Themes and Global Themes, as illustrated in Table 3.7.
Table 3.7 Findings from the observation field notes and interview data
Global themes Organizing themes Basic themes
WEC instructed the pronunciation of
- English pronunciation instructed at WEC reflected the core and non-core features in LFC
- Not all segmental aspects of English pronunciation are covered
-Suprasegmental aspects are less emphasized
- English pronunciation instructed at WEC conformed to the principles of ELF
- NNESs are preferred pronunciation models
- Mutual intelligibility is the primary goal of teaching English pronunciation
WEC expressed both positive and negative attitude towards the pronunciation of
- There are advantages of teaching the pronunciation of ELF
.- The pronunciation of ELF is suitable for low-level students
.- The pronunciation of ELF reduces student‟s pressure
- There are disadvantages of teaching the pronunciation of ELF
- The pronunciation of ELF has a negative impact on students‟ confidence
- The pronunciation of ELF has a negative impact on students‟ listening performance
In addressing research question 1, four key themes emerge related to the teaching of segmental and suprasegmental aspects, preferred pronunciation models, and the primary objectives of English pronunciation instruction, which collectively support two organizing themes These themes form the basis for global theme 1, which argues in favor of research question 1 Additionally, four other themes are identified concerning the appropriateness of English as a Lingua Franca (ELF) pronunciation, student pressure, and the influence of ELF pronunciation on students' confidence and listening skills These themes are categorized under two organizing themes that highlight the advantages and disadvantages of teaching ELF pronunciation, leading to the development of global theme 2, which supports research question 2.
FINDINGS AND DISCUSSION
How the pronunciation of English as a Lingua Franca is instructed at WEC
Teachers at WEC were surveyed about their priorities in teaching English pronunciation, specifically regarding consonant and vowel phonemes They generally agreed that omitting certain phonemes, such as the dental fricatives /θ/ and /ð/, as well as the dark L /ɫ/, would not significantly impact intelligibility However, they opposed the exclusion of consonant clusters at the end of words Additionally, there was no consensus on the teaching of RP intervocalic [t], GA rhotic /r/, and vowel quantity.
Teachers acknowledged that they do not cover the entire consonant system and accept alternatives for certain sounds Five out of eight participants agreed that the dental fricative pair /θ/ and /ð/ could be omitted from the syllabus, as strict pronunciation control of these sounds has minimal impact on intelligibility They proposed using /t/ and /d/ as substitutes for /θ/ and /ð/ in initial or medial positions, suggesting that the word "this" could be taught as /dɪs/ to reduce pronunciation effort for students.
The dental fricatives /θ/ and /ð/ pose significant challenges when pronounced as final consonants, as evidenced by six out of eight teacher participants expressing concerns about intelligibility Participant P8 noted that Vietnamese students often substitute /t/ and /d/ for /θ/ and /ð/, necessitating teachers to rely on context for understanding P1 echoed this sentiment, highlighting that mispronunciations can lead to confusion, such as the phrase "take a bath" being mispronounced as "take a boat," which requires teachers to reference the topic of Daily Routine to convey the intended message.
In various classes, it was noted that when students substituted the dental fricatives /θ/ and /ð/ with the dental plosives /t/ and /d/, there was a lack of feedback from the teachers In class KB2, led by teacher P4, students engaged in a warm-up activity by singing the children's song "Wheels on the Bus." The teacher organized the students into small groups of three and encouraged them to continue the song after it paused During the performance, students from each group replaced the voiced dental fricative /ð/ with the voiced alveolar plosive /d/, pronouncing the phrase as /də wiːlz ɒn də bʌs/.
However, the teacher in charge did not correct the students‟ pronunciation of this sound
In a lesson on the pronunciation of the dental fricative /ð/, students in class KB2, taught by P5, focused on demonstrative adjectives such as this, that, these, and those While they practiced distinguishing these adjectives through short phrases, the instruction lacked emphasis on pronunciation Consequently, the teachers overlooked the students' mispronunciation of the voiced dental fricative /ð/, allowing it to be substituted with the voiced alveolar plosive /d/.
Teachers focused on the mispronunciation of the unvoiced dental fricative /θ/ at the end of words In class KB5, taught by P7, immediate feedback was provided during discussions and presentations when this sound was mispronounced Similarly, in class KET6, led by P1, the teacher took time to explain the mispronunciation, using minimal pairs like maths /mổθs/ versus mats /mổts/ and breath /breθ/ versus bread to illustrate the differences.
/bred/ to illustrate the importance of pronouncing the sound correctly and had further practice for the students to distinguish the sound
Teacher participants deemed the alveolar lateral fricative /ɫ/ or dark L as unimportant for intelligibility, supporting its omission in LFC Six out of eight teachers noted that this sound is often mispronounced but does not significantly hinder understanding Participant P8 suggested using the alveolar nasal /n/ as a suitable alternative, while P3, P4, and P5 indicated that the dark L could be replaced with the alveolar lateral approximant /l/ or light L without losing clarity P4 emphasized that such substitutions are comprehensible, even if not standard P3 observed that some students experienced anxiety over imperfect pronunciation, leading them to strive for the dark L, which often heightened their stress He proposed that allowing students to use alternative pronunciations could alleviate anxiety in speaking activities.
In the observed classrooms, the teaching of the dark L sound received minimal attention from the participating teachers For instance, in class KB2 led by P4, an activity was conducted where students discussed their favorite toys Despite mispronouncing words like "ball" and "doll" as /bɔːn/ and /dɒn/, the teacher did not correct these errors Similarly, in class PIE taught by P2, adult students frequently mispronounced the dark L in phrases such as "give me a call" as /ˈgɪmiː ə kɔːn/.
The teacher demonstrated a remarkable ability to comprehend messages despite mispronunciations, showing tolerance towards such errors.
The importance of consonant clusters in English pronunciation is emphasized by teacher participants, with six out of eight rejecting the idea of omitting them at the end of words Teachers P1 and P2 argue that without proper instruction on clear consonant clusters, students struggle with speech flow and comprehension Additionally, P5 believes that teaching this aspect of pronunciation is manageable, suggesting that it should remain in the syllabus rather than be simplified or removed.
Three teacher participants noted that certain consonant clusters, such as /bl/, /br/, /pr/, /dr/, and three-consonant clusters like /spr/ and /skr/ in "spring" and "screw," are particularly challenging for students One teacher suggested that when instructing young learners, a degree of mispronunciation should be tolerated to promote speech fluency, citing that her second graders often dropped the initial phoneme /b/ in the word "brown." However, when questioned about the inclusion of the schwa sound /ə/ in these clusters, all teachers disagreed, with one expressing concern that this practice could foster poor speaking habits and diminish students' confidence, making them sound less proficient Overall, the teachers emphasized the significance of consonant clusters and opposed their omission in language fluency contexts, even at the end of words.
Classroom observations revealed that consonant clusters received significant emphasis during phonics lessons In class GE 11, the teacher effectively guided students in creating consonant clusters by combining individual phonemes and providing example words, resulting in successful pronunciation by the eleventh graders Conversely, in class KB2, despite the teacher's efforts to demonstrate the blending of consonant sounds, most students struggled to pronounce the clusters correctly, often adding the schwa sound /ə/ to their attempts.
In the observed classes, teachers effectively identified and corrected students' pronunciation errors related to consonant clusters However, they often overlooked mistakes when these clusters appeared at the end of words For instance, both students and teachers frequently pronounced words like "facts" /fɔːkts/, "first" /ˈfɜːst/, "friends" /ˈfrɛndz/, and "birds" /bɜːdz/ without the final /t/ or /d/ phonemes.
Teacher participants expressed a preference for allowing students to choose their pronunciation style, whether it be RP intervocalic [t] or GA intervocalic [ɾ], as seen in the word "water." They unanimously agreed that it is not advisable to impose RP intervocalic [t] on students, as suggested by the LFC Similarly, they held the same view regarding RP non-rhotic /r/ versus GA rhotic /r/ In one case, a teacher noted that her students often omitted the /r/ sound at the end of words, but she did not view this as a pronunciation error.
It was observable in most of the classes that the teaching of RP intervocalic [t] and
In primary classes like KB2 and KB5, teachers (P4, P5) frequently used the GA rhotic /r/ and corrected students when they simplified the ending /r/ sound, despite the overall insignificance of the GA rhotic /r/.
The attitude of teachers towards the pronunciation of English as a Lingua Franca
Following the confirmation of ELF pronunciation instruction at WEC, teachers' attitudes towards it were examined The advantages of ELF pronunciation include its appropriateness for low-level students and its ability to alleviate student pressure However, there are notable disadvantages, such as the potential decline in student confidence and its effect on listening performance.
4.2.1 The pronunciation of ELF is suitable for low-level students
Most teacher participants viewed ELF pronunciation as beneficial for low-level students, as it simplifies sound production and intonation to align with NES standards Two of the eight teachers, P1 and P2, suggested that omitting complex pronunciation elements from the syllabus is advisable for these learners P1 noted that suprasegmental features like weak forms, pitch movement, and stress-timed rhythm are overly complicated for both teaching and learning This perspective was echoed by P4 and P5, who believed that ELF pronunciation could ease teaching challenges and enhance the learning experience.
Three teacher participants (P3, P6, P7) noted that low-level students benefit from learning English as a Lingua Franca (ELF) due to their comfort with the pronunciation of peers and Vietnamese English teachers P3 emphasized that these students, unfamiliar with the authentic speech of Native English Speakers (NESs), find it easier to learn ELF pronunciation, which is more accessible from surrounding non-native speech He expressed optimism that ELF pronunciation simplifies lessons for low-level students, ultimately improving their speech intelligibility.
Three teacher participants (P4, P5, P7) expressed significant concerns about teaching children the pronunciation of English as a Lingua Franca (ELF) P4 believes that primary students should be guided to meet native English speakers' pronunciation standards, as they can effectively learn and replicate native speech patterns P7 noted that primary students generally face fewer challenges with non-core sounds, such as the dental fricative pair /θ/ and /ð/, which tend to be more difficult for adult learners.
In primary classrooms, students struggle with pronouncing non-core features of LFC, such as the dental fricative pair /θ/ and /ð/, and the alveolar lateral fricative /ɫ/ Despite teachers dedicating significant time to correcting pronunciation, they often overlook these non-core features For instance, in class KET7, the teacher (P3) focused on an exercise for recognizing connected speech from dialogues, but provided minimal guidance on how to produce it effectively.
4.2.2 The pronunciation of ELF reduces students’ pressure
Most teacher participants reported a positive attitude regarding students' reduced pressure related to English pronunciation in the context of English as a Lingua Franca (ELF) They noted that focusing on core pronunciation aspects allows students to speak more fluently without the fear of making mistakes One participant highlighted that adult learners often struggle with sound production and stress, leading to anxiety when receiving pronunciation feedback Another teacher observed that even children hesitate to speak if their pronunciation is overly scrutinized She illustrated this by describing her approach during role-plays, where she allows students to complete their performances before providing feedback only on significant pronunciation errors.
In many classes, particularly among teenage and adult students, the pressure to pronounce words correctly was significant In class PIE, led by instructor P2, students were tasked with delivering individual presentations about their favorite athletes While some students focused on achieving perfect pronunciation, they often became nervous and embarrassed upon making mistakes, especially since pronunciation corrections were reserved for the end of the class One student in particular struggled with linking sounds in connected speech, a non-core feature in LFC, and felt increased pressure with each missed link, which hindered the fluency of his presentation In contrast, students who embraced English as a Lingua Franca (ELF) pronunciation were able to deliver more coherent and comprehensive presentations.
In summary, teacher participants identified two key benefits of English as a Lingua Franca (ELF) pronunciation: its appropriateness for low-level students and its ability to alleviate student pressure Jenkins (2009b) and Seidlhofer (2011) suggest that ELF pronunciation establishes more attainable goals, requiring less effort to produce sounds and intonation compared to native English speakers (NESs) Consequently, low-level students gain the most from ELF pronunciation instruction While there is limited literature on how ELF pronunciation reduces student pressure, this finding relates to perfectionism and language anxiety Pishghadam and Akhondpoor (2011) note that perfectionist English learners often face significant anxiety due to their pursuit of flawless speech Therefore, since ELF teaching does not demand perfect pronunciation, it is reasonable to expect a decrease in student pressure.
4.2.3 The pronunciation of ELF has a negative impact on students’ confidence
The perception of English as a Lingua Franca (ELF) pronunciation varies among teachers, particularly regarding students with higher proficiency levels Six out of eight teachers expressed a negative attitude towards teaching ELF pronunciation to upper-intermediate and advanced students, favoring polished accents that align with General American (GA) or Received Pronunciation (RP) standards One teacher noted that strong accents could lead to a significant loss of confidence in students' speech, highlighting that the acceptance of diverse English accents, as suggested in the Lingua Franca Core (LFC), may undermine the confidence of proficient non-native speakers.
P8 believes that the emphasis on ELF pronunciation primarily aims to improve speech intelligibility, which may not satisfy the requirements of advanced learners Furthermore, P7 expresses concern that these students may experience a significant drop in confidence due to their aspiration for native-like pronunciation.
Classroom observations indicated that the pronunciation of English as a Lingua Franca (ELF) did not negatively affect students' confidence In class GE12, led by instructor P8, upper-intermediate students engaged in a presidential campaign project to practice conditional sentences through speaking Despite overlooking certain non-core pronunciation aspects like connected speech and pitch movement, they communicated with notable confidence Similarly, in class GE11, taught by P1, intermediate and upper-intermediate students exhibited no significant differences in confidence levels while using ELF pronunciation They often substituted /t/ and /d/ for /θ/ and /ð/, showing minimal concern for non-core pronunciation features, aside from word stress.
4.2.4 The pronunciation of ELF has a negative impact on students’ listening performance
Teacher participants expressed concerns that the pronunciation of English as a Lingua Franca (ELF) could undermine students' confidence and negatively affect their listening skills Specifically, half of the teachers noted challenges in teaching listening comprehension due to the need for students to understand authentic speech from Native English Speakers (NESs) One teacher highlighted that students often struggle to recognize suprasegmental features, such as weak forms, leading to confusion when listening to NESs This issue stems from a lack of practice with these non-core suprasegmental elements.
P5 highlighted that while the pronunciation of English as a Lingua Franca (ELF) can improve speech intelligibility, it does not provide students with a sense of familiarity in listening Consequently, students may struggle to understand Native English Speakers (NESs) due to their lack of exposure to the suprasegmental features that characterize authentic speech.
Half of the teacher participants (P3, P6, P7, P8) argued that the pronunciation of English as a Lingua Franca (ELF) has minimal impact on students' listening performance P8 emphasized that with sufficient listening practice, students can comprehend native English speakers' (NESs) speech Consequently, practicing non-core aspects of English pronunciation in a Language for Communication (LFC) context is deemed unnecessary Furthermore, P6 asserted that listening comprehension operates as an independent process, unaffected by students' pronunciation.
Despite differing opinions, all teacher participants, including P1, P2, P4, and P5, agreed that the omission of non-core sounds in ELF pronunciation lessons does not significantly hinder listening comprehension P5 noted that while neglecting non-core suprasegmental features may impact students' understanding of native English speakers, the exclusion of non-core segmental features in lingua franca communication does not pose similar challenges.