If you only learn or teach one phoneme, make sure it's the most common English sound - the schwa.

The emergence of so many different kinds (or 'varieties') of international English has caused a number of linguists to question the use of native speaker pronunciation models in the teaching of English.

 Rhythm is both a feature of and product of the phonological structure of English. The phonology of any language is a system, so that a change in one part of the system will affect some or all of the other parts.

Like us, you might already use songs in class, and find that your students enjoy them. But have you considered choosing songs specifically to work on pronunciation?

Intonation is crucial for communication. It's also a largely unconscious mechanism, and as such, a complex aspect of pronunciation.

An advanced student of mine speaks both clearly and usually correctly, but can often sound over formal and at times stilted.

A major benefit of focusing students on how words are stressed is the extra mental engagement with the word that it gives.

Teaching pronunciation used to involve little more than identifying and practising the sounds of which a language is composed, that is to say, its phonemes.

Pronunciation work has traditionally taken a secondary role in language teaching to work on grammar and more recently lexis.

Sentence stress is a difficult area to work on for learners and teachers alike. For this reason it's also an area which is often neglected, but this aspect of the language can cause problems for learners in both their speaking and perhaps more importantly listening.