1It then describes in detail six instructional features of a multidimensional teaching process: a dual-focus communicative program philosophy, learner goals, instructional objectives ,the role of the learner, the role of the teacher, and a framework of three instructional practice modes. Recent discussions of “pronunciation” 2 teaching principles have examined a number of important rationale issues including: questions of whether pronunciation should (or can) be taught and, if so, what should be taught and how; expressions of the need for more controlled studies of changes in learner pronunciation patterns as the result of specific instructional procedures; views on whether and how research in second language phonology can inform classroom practices. These and many other pertinent concerns have been ably discussed in thorough and insightful state-of-the-art papers by Leather (1983) and Pennington and Richards (1986). When it comes to classroom practice, however, as Yule (1990) has observed, it may have appeared to novice teachers that the only classroom choice available is one between teaching pronunciation as articulatory phonetics or not teaching pronunciation at all. But could this limited choice of options be more apparent than real? Clearly, on the positive side of the picture, some creative and principled contributions to alternatives have come on the scene in recent years, with a small but steady movement toward some “new looks” in pronunciation teaching. This does not mean that there are not many remaining questions about a number of issues, and more 1 The focus of this discussion is pronunciation teaching and is not intended to include a review of research in areas of second language phonology. 2 The term pronunciation means different things to different people. In this paper, I refer to a range of pronunciation teaching practices.