Phonology and phonetics 
Designing pronunciation instruction for a specific group of learners
Provide frequent and sustained choral repetition with body movement
Give learners a chance to practice similar language in less-controlled activities
Use these samples of authentic language to illustrate and practice specific pronunciation features
Find language that is relevant to your learners to use as practice material
Record learners speech for feedback and review
Find out who your learners are and what they need
To find out more learners’ background and goals it is recommend that teachers carry out a formal or informal needs analysis before instructions begins. The more you know about your learners, the better you can address their needs.
Learners are motivated by practising with language that is useful or meaningful to them.
Teachers can decide which pronunciation features to address.
Choral practice should be accompanied by some gesture or body movement and practice each thought group numerous times.
After providing substantial choral repetition practice, the teacher can move to a less controlled activity.
Recording learners’ speech in audio or video, you give them a valuable tool for self-reflection.
TESTING AND EVALUATION
Test of phonetic knowledge
Formal Oral-Proficiency Testing Instruments
Test of production
Ongoing Evaluation with Feedback
Test of perception
Word stress
Prominence
Consonant-vowel discrimination
Intonation
The teacher can use minimal-pair discrimination exercises.
This can be tested by asking learners to choose the correct stress pattern for words or sentences that is recorded or read aloud by the teacher.
Testing formats that diagnose learners’ abilities to perceive the most prominent element can resemble those used for word stress.
A format in which the learner is asked to determine other grammatical forms*
The multiple-choice format can be used to test the learner’s ability to distinguish the shades of meaning expressed by different stress intonation patterns for the same utterance.
Reduced speech
We can used use a cloze passage in which commonly reduced and unstressed words
Test of production should focus on features that have been taught in class
In this format learners are asked to apply rules they have learned.
Interagency Language Roundtable (ILR) Oral-Proficiency Interview (OPI) and rating scale
American Council on the Teaching of Foreign Languages (ACTFL) proficiency interview and ACTFL proficiency guidelines
Versant
Morley’s speech intelligibility/communicability index
International English Language Testing System (IELTS)
UCLA Test of Oral Proficiency (TOP) for international teaching assistants
TOEFL IBT speaking
It is a simulated teaching demonstration, which provides a 15-to-20-minute videorecorded sample.
An alternative scale that incorporates not only a description of the learner’s speech but also the impact of the learner’s speech on communication.
It is administered either face-to-face or by telephone and is carefully structured conversation between aa certified interviewer and the examinee.
It is a 30-minute test carried out by two trained interviewers and it consist of four parts
It is delivered over the phone or computer in less than 10 minutes and scored automatically by a speech-processing mechanism.
It consist of a 10-15-minute interview conducted by a single examiner.
It consists of six tasks and takes about 20 minutes to complete.
Peer feedback
Teacher feedback and correction
Self-monitoring and correction
es
Its to determinate the progress students are making to provide as much individualization as possible and to revise the curriculum.
The students notice their own inaccuracies in production and produce more targetlike language upon recognition of production error.
It is to have students work in peers and it is useful to have as both monitors and providers of feedback.
It is to call attentions to errors giving the learners every opportunity to begin applying the rules of pronunciation.