This paper aimed to investigate whether pronunciation norms based on native speakers of English still domi-nate English language teaching in Thailand in an era when English has acquired the status of a global lingua franca. The study examined non-native English majors’ attitudes toward various pronunciation issues that relate to the notion of English as a lingua franca by means of indirect (verbal guise test) and direct (question-naire and semi-structured interview) attitudinal elicitation methods. Findings showed that the construct of the idealised native speaker is still anchored to the field of ELT and pronunciation teaching as it was nominated by the majority of participants as the end goal in pronunciation learning. However, to a certain extent, the participants’ perceptions were consistent with the notion of English as a lingua franca as they seemed to see non-native varieties as intelligible Englishes and consider them as important when classroom learning is in-volved. The paper ends by proposing pedagogical implications for pronunciation learning and teaching that are believed to be realistic, applicable and attainable for the English language classroom in Thailand and non-native contexts.