From Nativeness to Intelligibility: A Longitudinal Self-Study on the Evolution of Pronunciation Pedagogy in TEFL

Abstract

Over several decades, pronunciation teaching in a TEFL program at a public university in Mar del Plata, Argentina, has gradually shifted from a focus on native-like accuracy to an emphasis on intelligibility. This longitudinal self-study documents the main pedagogical changes that shaped this transition. Innovations such as task-based pronunciation teaching (TBPT), research-led activities (RLAs), the multimodal assessment task (MAT), and self-assessment strategies promoted learner autonomy, strengthened pronunciation skills, and built stronger links between theory and practice. Later stages introduced the PFIAP model, a structured framework moving learners from perception to production, and incorporated Intercultural Communicative Competence (ICC) to address global communication needs. Framed within an Action Research (AR) methodology, the study highlights the value of reflective and research-informed approaches. Findings show the benefits of integrating communicative, multimodal, and intercultural perspectives in pronunciation teaching. While the study provides insights into innovative practices, its self-study design and context-specific scope limit generalizability. Future research could further explore the long-term effects of these methods across diverse educational settings.