Relevant research has seen a growing recognition of the crucial role pronunciation plays in teaching English as an International Language (EIL), in achieving effective communication and its close link to the mastery of other aspects of language teaching and learning. In spite of its recognised importance, pronunciation is still a marginalised skill in many EIL programmes due to EIL teachers’ lack of required phonetic and phonological knowledge, and the paucity of comprehensive coverage targeted at EIL learners. While there has been much research on phonetic and phonological features of world varieties of English, there has not been a strong research–practice nexus in the field. There is therefore a need to comprehensively review EIL pronunciation teaching, to document what previous research tells us, and to discuss how research can be translated into practice. This article aims to cover a range of current issues concerning EIL pronunciation modelling and theorising, and provides a brief articulation of the current issues surrounding the global spread of English and its theoretical development. Specifically, it considers current EIL research issues, challenges, and their implications for pronunciation practice. It also considers the implications of Gardner’s (2008) Five Minds for the Future for EIL pronunciation teaching and postulates the necessity of a sixth mind to navigate the field in the post-pandemic era.

相关研究已经越来越认识到发音在英语作为国际语言（EIL）的教学中，在实现有效的交流以及与掌握语言教学的其他方面的紧密联系方面所起的关键作用。尽管其重要性很重要，但由于EIL老师缺乏所需的语音和语音知识，而且针对EIL学习者的全面覆盖不足，因此语音在许多EIL程序中仍是一项边缘化技能。尽管已经对世界上各种英语的语音和语音特征进行了大量研究，但是在该领域还没有强大的研究与实践的联系。因此，有必要全面回顾EIL语音教学，以记录以前的研究告诉我们的内容，并讨论如何将研究转化为实践。本文旨在涵盖有关EIL语音建模和理论化的一系列当前问题，并简要阐述有关英语在全球范围内的传播及其理论发展的当前问题。具体来说，它考虑了当前的EIL研究问题，挑战及其对发音练习的影响。它还考虑了加德纳（Gardner）（2008）的含义。EIL语音教学的未来五种思想，并假设在大流行后时代，必须有第六种思维来导航这个领域。