Presentation

Advancing accuracy without fluency trade-offs: Using the PFIAP model to teach contrastive nuclear stress placement to B1-level EFL high school students

---

Abstract

Contrastive stress in English plays a crucial role in intelligibility, yet it often poses challenges for Spanish-speaking EFL learners due to the influence of their first language. This study investigated the effectiveness of explicit instruction focusing on contrastive stress following the PFIAP (Perception, Focalization, Internalization, Application, and Production) model, to examine whether gains in accuracy can be achieved without fluency trade-offs. Participants included two groups of 17 high school students each. The experimental group received one week of instruction based on the PFIAP model. Pre- and posttest speech samples were analyzed for accuracy, operationalized as correct nuclear stress placement, and for fluency, measured through pause behavior (average length and number). Pauses were also classified according to their location. Results indicated a significant improvement in accuracy, while no significant differences emerged in fluency measures. No significant correlations were observed between posttest accuracy and fluency measures. Nonetheless, changes in pause location suggest potential improvement in fluency.

Keywords: pronunciation instruction, contrastive stress, PFIAP model, intelligibility, fluency

How to Cite:

Berardo, E., & Luchini, P. L. (2026). Advancing accuracy without fluency trade-offs: Using the PFIAP model to teach contrastive nuclear stress placement to B1-level EFL high school students. In P. Trofimovich, A. Bodea, T.-N. N. Le, R. Suzuki, & C. Teló (Eds.), Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference (pp. 1–11). Concordia University, Montreal, Canada, October 2025. https://doi.org/10.31274/psllt.21301