Abstract

This chapter focuses on the role that pronunciation plays in second language acquisition research on speaking and on the pedagogic implications of this research. It begins with a brief historical survey that highlights the roles of speaking and pronunciation in language teaching over the past century. It then looks at how pronunciation has been addressed in research on four aspects of speaking: speaking in task-based language teaching, negotiation of meaning, language-related episodes in classroom interaction, and corrective feedback. Drawing on this discussion, the chapter proposes recommendations for incorporating pronunciation into speaking skills instruction and concludes by identifying future directions for research.