Pronunciation Instruction and Intelligibility in EFL LearnerS

The role of pronunciation in English as a Foreign Language (EFL) contexts has undergone a significant paradigm shift over the past few decades. Historically, pronunciation instruction was dominated by the native speaker model, aiming for accent reduction and near-native proficiency. However, contemporary applied linguistics and Second Language Acquisition (SLA) research have increasingly prioritized intelligibility and comprehensibility over nativelikeness. This paper explores the theoretical underpinnings of intelligibility-led pronunciation instruction, examining its impact on EFL learners' communicative competence. By reviewing current literature, this study analyzes the effectiveness of various pedagogical approaches, including segmental and suprasegmental features, and discusses the implications for teacher training and curriculum design. The findings suggest that focusing on intelligibility not only reduces learner anxiety but also enhances mutual understanding in international communication settings, thereby validating a more pragmatic approach to pronunciation teaching in globalized EFL environments.