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Pronunciation is an integrated and integral part of second/foreign language learning since it directly affects learners’ communicative competence as well as performance to a substantial extent. Notwithstanding, the teaching of EFL pronunciation has received varied treatment from having no room in the synthetic syllabus and the grammar-translation method to being the cardinal focus in the situational syllabus and the audio-lingual method in which emphasis is put on the traditional notions of pronunciation, minimal pairs, drills and mini-conversations. And with the advent of communicative language teaching in the late 1960s (Richards and Rodgers, 1986), the role of pronunciation in the EFL curriculum started facing questions: whether the focus of the programmes and the instructional methods were effective or not. Teaching pronunciation until then was ‘viewed as meaningless non-communicative drill-and-exercise gambits’ (Morley, 1991: 485-6). However, with a shift from specific linguistic competencies to broader communicative competencies as goals for both the teacher and the learner (Morley, 1991), the need for the integration of pronunciation with oral communication is clearly realized.

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 Psychology