ABSTRACT
In two recent papers (Taylor 1990, 1991) I make the point that pronunciation teaching does not seem to have absorbed the implications of the fact that ‘a substantial and ever-increasing proportion of English transactions take place between non-native speakers’ (Taylor 1991). At the same time the communicative approach and other developments in languageteaching methodology and in education generally, such as needs analysis, curriculum development, syllabus planning and design, which have had considerable effects on the way we teach and the materials we use, seem to have had little effect on the way we teach pronunciation, on the materials we use for teaching it, or indeed, more fundamentally, on the aims of pronunciation teaching. This latter point has also been taken up in an important paper by Pennington and Richards (1986).
