Abstract

With the transition in the late 1970s and early 1980s from direct method and audiolingual approaches to communicative language teaching (CLT), the field of second language (L2) pronunciation teaching entered an era of challenge. Pronunciation practitioners made concerted efforts to realign their classroom practices with emerging communicative approaches to language teaching (e.g. Celce-Murcia, Brinton & Goodwin, 2010), as did materials developers such as Morley (1979) and Gilbert (1984). This realignment of theory and practice resulted in fundamental changes to pronunciation teaching.