The Lingua Franca Core for Chinese EIL Learners: Balancing Intelligibility and Nativeness in Pronunciation Teaching

Huan He

doi:10.47297/wspiedWSP2516-250013.20261003

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The Lingua Franca Core for Chinese EIL Learners: Balancing Intelligibility and Nativeness in Pronunciation Teaching

Volume 10, Issue 3

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The Lingua Franca Core for Chinese EIL Learners: Balancing Intelligibility and Nativeness in Pronunciation Teaching
The Lingua Franca Core for Chinese EIL Learners: Balancing Intelligibility and Nativeness in Pronunciation Teaching
Xianda College of Economics and Humanities, Shanghai International Studies University, Shanghai, 200083, China
Vol. 10, Issue 3, Pages: 56-60(2026)
Published：30 March 2026
DOI：10.47297/wspiedWSP2516-250013.20261003
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Huan He.The Lingua Franca Core for Chinese EIL Learners: Balancing Intelligibility and Nativeness in Pronunciation Teaching[J].Journal of International Education and Development,2026,10(03):56-60.
DOI：

Huan He.The Lingua Franca Core for Chinese EIL Learners: Balancing Intelligibility and Nativeness in Pronunciation Teaching[J].Journal of International Education and Development,2026,10(03):56-60. DOI： 10.47297/wspiedWSP2516-250013.20261003.

摘要

Abstract

This paper examines Jenkins's Lingua Franca Core (LFC) for teaching pronunciation to Chinese EIL learners. Through contrastive analysis between Standard Mandarin Chinese and English

it identifies key difficulties for young learners

including voiced fricatives

consonant clusters

vowel length

and nuclear stress. The paper argues that while the LFC is realistic and appropriate for developing productive competence

receptive competence at lower levels still benefits from native-speaker models. For higher-level learners

greater tolerance of non-native varieties is recommended. The LFC encourages Chinese learners to become successful multicompetent speakers rather than failed native speakers.

关键词

Keywords

references

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Pronunciation Education in China:Current Practices, Challenges, and Future Directions

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