Abstract
This paper addresses pedagogical issues on the integration of pronunciation into a language program. Basic to the discussion is the gradual nature of pronunciation learning. Like grammar and vocabulary, the learner should be gradually immersed into pronunciation. This is better achieved by (a) setting priorities for aural-oral intelligibility in order to better deal with immediate phonological needs; (b) starting instruction from a beginner-level. Instruction is suggested in meaningful units or tone groups rather than with isolated segments or words, even for beginner-levels. Rhythmic patterns are presented as the basic realisation of the tone groups. Suggestions are also given on how to integrate pronunciation practice into the listening-speaking activities of a communicative course.
© Walter de Gruyter
