Rethinking Pronunciation Pedagogy in Malaysian Higher Education: A Contextualized Conceptual Framework

Pronunciation is a critical component of English language proficiency, especially in multilingual settings such as Malaysia. Despite increasing emphasis on communicative competence within tertiary-level English courses, pronunciation often remains neglected or superficially addressed. This conceptual paper aims to explore the myriad challenges associated with teaching English pronunciation to Malaysian undergraduates. Specifically, it highlights the influence of multilingual backgrounds, linguistic interference, socio-psychological factors, insufficient pedagogical resources, and inconsistent curriculum designs. Drawing on existing empirical and theoretical literature, this paper proposes a conceptual framework that integrates sociolinguistic and psycholinguistic perspectives, technology-enhanced pedagogy, and culturally responsive teaching. By examining current practices and identifying gaps, the discussion endeavors to provide a roadmap for more focused research initiatives and innovative teaching methodologies. Ultimately, the paper underscores the pressing need for a cohesive, contextualized, and empirically informed approach to teaching pronunciation that recognizes the local linguistic reality in Malaysia.