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All Journal Jurnal Ilmiah Multidisiplin Amsir
Aswar Aswar
Universitas Tomakaka
Religion Economics, Econometrics & Finance Law, Crime, Criminology & Criminal Justice Public Health Other

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Teaching Voiced and Voiceless Sounds in EFL Classrooms: A Conceptual Review of Challenges and Pedagogical Strategies Aswar Aswar; Abdul Rahman R.
Jurnal Ilmiah Multidisiplin Amsir Vol. 4 No. 2 (2026): Juni
Publisher : AhInstitute of Research and Community Service (LP2M) Institute of Social Sciences and Business Andi Sapada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62861/jimat.v4i2.1339

Abstract

The teaching of pronunciation, particularly the distinction between voiced and voiceless sounds, remains a critically underexplored domain within English as a Foreign Language (EFL) pedagogy. This article presents a conceptual review grounded in three theoretical pillars: phonological theory, first language (L1) transfer theory, and intelligibility-based pronunciation instruction. Three primary challenges are identified: L1 phonological interference, articulatory and perceptual difficulty, and limited phonological awareness among learners and teachers. Four evidence-based pedagogical strategies are proposed: explicit phonological instruction, minimal pair practice embedded in communicative tasks, auditory discrimination training, and technology-assisted pronunciation tools. The article argues that the intelligibility principle should guide instructional priorities, with high-functional-load contrasts such as /s/–/z/, /t/–/d/, and /f/–/v/ receiving primary attention. Implications are drawn for EFL teachers, curriculum designers, and teacher training programs.
Co-Authors Abdul Rahman R.