ABSTRACT
This chapter provides a sketch of the landscape of pronunciation research as it applies to second/foreign languages (S/FL) classroom practices. Noting that pronunciation teaching has in the past largely been guided by teachers' intuitions rather than by a solid research base, John Levis underscores the need for a solid research agenda in factors affecting learner intelligibility. In fact, the construct of pronunciation is far more complex than this view might suggest, as is the process of teaching pronunciation. In the field of Applied Linguistics, there is often an all-too-tenuous link between the research conducted and the reality or concerns of the classroom. Derwing T. M. notes the need for additional research on those aspects of second language (L2) pronunciation that most interfere with learners' intelligibility and comprehensibility, as these can provide important guidance in L2 pronunciation syllabus design.
