Pronunciation - Introduction

This article is for teachers of English who would like to understand more about the teaching and learning of pronunciation. It will also be useful for those who would like to become specialist trainers of pronunciation to other teachers, or carry out research into pronunciation and the teaching of pronunciation. You will find here advice on where to find further resources and training.
All English language teachers are pronunciation teachers. Nobody can speak a language without pronouncing, and even if teachers ignore pronunciation in the classroom, they give the message that their learners' pronunciation is satisfactory, or that pronunciation doesn't matter.
Questionnaires and needs analysis procedures frequently reveal that learners regard pronunciation as a high priority - often much more so than teachers - and it isn't difficult to appreciate the reasons for this: in spoken interaction, pronunciation is often the first barrier to intelligibility, and uncertainty about pronunciation is often a major reason for learners' lack of confidence in speaking.
Many teachers would like to offer their learners more help and support with pronunciation, but feel that they lack the necessary knowledge and skill, or that their own pronunciation is not sufficiently good. In other words, pronunciation is an area where teachers as well as learners often suffer from lack of confidence. 
The era of English as an international language has also raised questions about the goals and models for pronunciation:

• What constitutes 'good' pronunciation?
• Should learners aim to sound as native-like as possible?
• If so, which native accents should they aspire to emulate?
• And if not, what are appropriate and achievable targets?
• What types of pronunciation can serve as useful models for learners to base themselves on?

It is very difficult for learners to achieve a pronunciation that sounds like a native speaker's. Discussions of the pronunciation of English as an international language have emphasised the fact that native-like pronunciation is also unnecessary for many learners, and may indeed not be wanted. It has been suggested that intelligibility is a more appropriate objective than conformity to any pre-existing model. Proposals have been made for an agenda of high-priority features which are particularly important for intelligibility. These include consonant sounds (excluding 'th' sounds, which are often difficult for learners of English, but unimportant for intelligibility), consonant clusters (except at the ends of words), contrasts between long and short vowels, and tonic stress. Features which are less important for intelligibility, such as precise vowel qualities, weak forms, and features of connected speech and pitch movements would not be included in teaching programmes. Intelligibility is a complex issue, however, and no doubt depends on different pronunciation features in different contexts, not to mention factors unconnected with pronunciation. Also, of course, learners have different priorities and aspirations - including for some (though probably a decreasing number) a wish to achieve a native-like pronunciation.
In order to be able to deal more effectively with pronunciation, teachers are likely to benefit from developing their knowledge and skills in the following areas:

1. Understanding how speech sounds are produced, how languages make systematic contrastive use of sounds, which sequences of sounds occur in particular languages, how sequences of sounds are modified in connected speech, and which patterns of stress, rhythm and intonation occur in English and other languages.
2. Predicting and identifying the aspects of pronunciation which are problematic for particular learners, drawing if possible on contrastive awareness of English and the learners' first language.
3. Identifying priorities for teaching, taking into consideration learner needs and ambitions, and sociolinguistic factors related to the role of English as an international language.
4. Distinguishing between aspects of pronunciation which are important for learners to acquire in their own speech, and aspects which are perhaps only important for recognition purposes in facilitating listening comprehension.
5. Implementing effective procedures for pronunciation teaching, drawing on the range of low- to high-technology resources available.
6. Integrating a concern for pronunciation into other classroom work whenever appropriate, as well as isolating specific pronunciation features for focused attention.

In the rest of this article you will find ways in which you can develop as a pronunciation teacher through reading articles and books, attending workshops and courses, and joining Special Interest Groups and discussion forums.