Introduction

When talking about pronunciation in language learning we mean the production and perception of the significant sounds of a particular language in order to achieve meaning in contexts of language use. This comprises the production and perception of segmental sounds, of stressed and unstressed syllables, and of the ‘speech melody’, or intonation. Also, the way we sound is influenced greatly by factors such as voice quality, speech rate and overall loudness. Whenever we say something, all these aspects are present simultaneously from the very start, even in a two-syllable utterance such as Hello!

Pronunciation plays a central role in both our personal and our social lives: as individuals, we project our identity through the way we speak, and also indicate our membership of particular communities. At the same time, and sometimes also in conflict with this identity function, our pronunciation is responsible for intelligibility: whether or not we can convey our meaning. The significance of success in L2 (second language) pronunciation learning is therefore far-reaching, complicated by the fact that many aspects of pronunciation happen subconsciously and so are not readily accessible to conscious analysis and intervention.

All this may explain why teachers frequently regard pronunciation as overly difficult, technical or plain mysterious, while at the same time recognising its importance. The consequent feeling of unease can, however, be dispelled relatively easily once a basic understanding has been achieved.