The teaching of pronunciation

Various authors among them Harmer (2004) and Kelly (2004) point out that there are two key problems with pronunciation teaching. Firstly it tends to be neglected. And secondly when it is not neglected, it tends to be reactive to a particular problem that has arisen in the classroom rather than being strategically planned. The aim of this paper is twofold: a) to raise teacher?s awareness of the need to teach pronunciation in the language classroom b) to provide information with regard to the implications of teaching pronunciation in the language classroom.