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The article draws on a corpus of Brunei interactions involving 41 speakers, focusing especially on stress patterns and their relationship to misunderstandings. Results suggest word stress can contribute to errors that reduce clarity in ELF communication, raising questions about which features teachers and students should prioritize.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/word-stress-and-pronunciation-teaching-in-english-as-a-lingua-franca-contexts/598081/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/word-stress-and-pronunciation-teaching-in-english-as-a-lingua-franca-contexts/598081.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is intelligibility emphasized instead of native-speaker pronunciation in ELF contexts?","Question",{"text":112,"@type":113},"In ELF interactions, most participants are not native speakers, and there is broad acceptance that intelligibility is the crucial goal while native-speaker style imitation is unnecessary.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the article investigate the role of word stress in ELF communication?",{"text":117,"@type":113},"It analyzes a corpus of interactions recorded in Brunei with 41 speakers, focusing on stress patterns to assess how variant stress affects intelligibility.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching challenge does the article identify when there is no clear pronunciation model to follow?",{"text":121,"@type":113},"It becomes difficult for teachers to decide which phonological features students should acquire to enhance intelligibility and which features are less important.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598081,1792116655,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Word Stress and Pronunciation Teaching in English as a Lingua Franca Contexts  \nTraditionally, pronunciation was taught by reference to native-speaker models. However, as speakers around the world increasingly interact in English as a lingua franca (ELF) contexts, there is less focus on native-speaker targets, and there is wide acceptance that achieving intelligibility is crucial while mimicking native-speaker pronunciation is not important. However, if there is no clear model to refer to, how do we give guidance to students about how to improve their pronunciation, and how do we determine what needs to be fixed in order to enhance intelligibility? This article considers teaching pronunciation in ELF contexts, making reference to a corpus of interactions recorded in Brunei involving 41 speakers from various countries in Southeast Asia, particularly focusing on stress patterns, to see what impact variant stress has on intelligibility. It is found that there is some evidence that word stress may contribute to misunderstandings occurring in ELF interactions.  \nTraditionally, pronunciation was usually taught by reference  \nto a native-speaker model, generally Received Pronunciation (RP) British English (for example, Roach, 2009) or General American English (for example, Celce-Murcia, Brinton, & Goodwin, 2010). While such models of pronunciation continue to work well for people whose language goals include regular interactions with native speakers—especially those who desire to live in places such as Britain or America—they may not be so appropriate for learners of English who primarily want to communicate effectively with other nonnative speakers in an increasingly globalized world. Indeed, as speakers around the world interact more and more in English as a lingua franca (ELF) contexts where most participants are not native speakers, the  \nThe CATESOL Journal 30.1 • 2018 • 161  \noverwhelming goal is on achieving a high level of intelligibility, and there is no need for learners of English to closely mimic irrelevant native-speaker styles of speaking (Jenkins, 2007; Seidlhofer, 2011), particularly as some features of native-speaker usage, such as omission of the word-final [d] in a phrase such as “dined well”(Cruttenden, 2014, p. 314), do not enhance intelligibility (Deterding, 2010) .  \nHowever, this raises important issues about how English pronunciation should be taught in ELF contexts. If there is no clear model to refer to, it is unclear how teachers can determine which phonological features their students should acquire in order to enhance their intelligibility and which features are less important. Furthermore, it is uncertain how students and teachers who have studied in native-speaker contexts should adapt when returning to their home countries or when interacting in international situations. Even though aiming for native-speaker competence is often no longer a goal for many learners of English, the fact remains that the overwhelming majority of misunderstandings in international contexts arise because of pronunciation, so good pronunciation is essential (Deterding, 2013), but we need to consider what we mean by good pronunciation.  \nThis article explores issues concerned with teaching pronunciation and speaking in ELF contexts, making reference to two corpora of interactions between nonnative speakers from various countries and focusing particularly on the role of word stress for maintaining intelligibility.  \nSpeaking Versus Listening  \nBefore we consider which features of pronunciation are important for the intelligibility of English, we should emphasize the fundamental distinction between speaking English and listening to English (productive vs. receptive skills) . While it is essential for all learners of English to develop the ability to understand spoken English produced by a wide range of people, including native speakers, it may not always be helpful to imitate the speech of native speakers too closely. For exampl","cbCaigwvcDRl5fEN","https://ap.wps.com/l/cbCaigwvcDRl5fEN","pdf",209028,16,"English","# Pronunciation Teaching in ELF Contexts\n## Native-Speaker Models vs. ELF Intelligibility\n## Defining “Good Pronunciation”\n## Speaking Versus Listening","[{\"question\":\"Why is intelligibility emphasized instead of native-speaker pronunciation in ELF contexts?\",\"answer\":\"In ELF interactions, most participants are not native speakers, and there is broad acceptance that intelligibility is the crucial goal while native-speaker style imitation is unnecessary.\"},{\"question\":\"How does the article investigate the role of word stress in ELF communication?\",\"answer\":\"It analyzes a corpus of interactions recorded in Brunei with 41 speakers, focusing on stress patterns to assess how variant stress affects intelligibility.\"},{\"question\":\"What teaching challenge does the article identify when there is no clear pronunciation model to follow?\",\"answer\":\"It becomes difficult for teachers to decide which phonological features students should acquire to enhance intelligibility and which features are less important.\"}]","Word Stress and Pronunciation Teaching in English as a Lingua Franca Contexts | PDF",1792086249]