Traditionally the teaching of English pronunciation has been a marginalized or indeed
neglected area in many English language teaching (ELT) programs despite the crucial role it
plays in effective communication. In recent years however with the global spread of English
as the means of international communication there has been a growing recognition of the
importance of pronunciation in the teaching and learning of English and its close link to other
aspects of language learning such as listening speaking and vocabulary. Students as well as
non-native English-speaking teachers (NNEST) place great importance on the mastery of English
pronunciation from which they can gain confidence develop a greater sense of professional and
linguistic competence and achieve greater intelligibility through the development of
communicative skills in speaking listening and vocabulary.With the emergence of paradigms of
English as an international language (EIL) World Englishes (WE) English as a lingua franca
(ELF) and the worldwide impact of the Common European Framework of Reference for Languages
(CEFR) on foreign language learning teaching this study presents a critical survey of these
areas expressing the author's own views on the specific issue concerned while incorporating the
views of other scholars. The book deals with both traditional and most recent viewpoints in
pronunciation teaching such as the nature of learning to pronounce the pedagogical aims and
objectives of teaching pronunciation the role of the teacher and the notion of intelligibility
which is considered to be a highly controversial issue for international communication within
the paradigms of EIL ELF and WE. The 'Turkish-English Interlanguage Talk' has been dealt with
as a case study proposing pedagogical recommendations particularly for the Turkish academics
teacher trainers and the student-teachers of English language teaching (ELT) in mind as English
pronunciation teaching is a very much neglected area in the Turkish ELT today.
