Phonodidactics is not so black as it is painted: traditions and trends in FL pronunciation teaching

By a curious paradox, the indispensability of intelligible, comprehensible and minimally accented foreign language (FL) speech in oral communication does not translate into intensive pronunciation practice in instructed settings. Teaching pronunciation usually poses a major challenge to language instructors both at the level of planning and implementation of pronunciation teaching activities, and is therefore frequently frowned upon to the advantage of the remaining language subsystems. However, underdeveloped FL pronunciation skills carry negative consequences every time learners enter into oral conversations. The problem takes on yet greater significance nowadays when the increased mobility of 21st century societies raises the likelihood of students making contacts with native and non-native speakers of the target language (TL). On having, firstly, enumerated some of the culprits responsible for the inferiority of pronunciation component in everyday language classroom routine and, secondly, demonstrated the importance of the subskill in establishing contacts with native and non-native speakers of the TL, we attempt to provide a general overview of the well-established traditions and main trends in the field of phonodidactics. In view of the above, our primary objective is to first and foremost overcome deep-rooted prejudices against including the pronunciation component in language classrooms by developing readers’ awareness on the fundamentals of pronunciation teaching.