Pronunciation plays an indisputable role in communication; even more so in communication between native and non-native speakers of English. The goals for pronunciation teaching have shifted from accent-free or native-like pronunciation to comprehensibility and teaching practices aimed at non-native English learners vary and are often based on teachers’ opinions rather than research findings. The paper aims to present the current topics in twenty selected research papers dealing with pronunciation teaching (teaching practices in the English language classrooms, selected segmental and suprasegmental features). The analysed papers indicate that a teacher’s good theoretical background can raise students’ awareness and the overall performance of pronunciation phenomena, whether at the segmental or the suprasegmental level. Students may benefit from different strategies applied to pronunciation learning, but traditional teaching methods are still prevalent in the contemporary English language classroom.
The contribution presents partial results of the research project KEGA 001TTU-4/2019.
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