<![CDATA[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.]]>
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