Abstract
The teaching and correction of pronunciation in the EFL/ESL-or FL-class is far more complicated than is indicated by the usual and familiar methodological procedures usually suggested in teacher-training. The complexity consists of blending appropriately the linguistic knowledge and specific techniques of the teacher with a sensitivity to the point of view of the learner, reasonable expectations of progress and control, the classroom behavior of the learner, interpersonal relations, and the proportionate importance of pronunciation to the entire language-learning situation. Six methodological principles are discussed which may lead to a more productive perspective in the teacher, and ten of located between methodology and technique. Both principles and points of approach derive from observation and supervision of large numbers of experienced and inexperienced teachers and teaching assistants to a major intensive-language center (CESL-Center for English as a Second Language, Southern Illinois University) as well as abroad.
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