@article{2018,title={RECONSIDERING PRONUNCIATION TEACHING PRACTICES WITHIN THE COMMUNICATIVE FRAMEWORK},abstractNode={Despite the past half-century dominated by the communicative approach to language teaching, today, there is still much confusion regarding how pronunciation should be taught within a communicative framework. While on the one hand suprasegmental/segmental debate is still prevalent for example, the field of ELT still lacks well-defined sets of principles and effective practices for communicative pronunciation instruction on the other. And what is more, the neophyte ELT teacher is highly likely to experience uncertainties concerning effective ways of pronunciation instruction when compared to the teaching of other skill areas. Today, in an era when the paradigm has shifted from native-like pronunciation to the notion of intelligible pronunciation, frequent resort to pronunciation practices of 1950s such as drilling, mimicry and phonetic descriptions needs to be questioned. This study draws a framework for communicative pronunciation instruction from the past up to the present by referring to audiolingualism, communicative approach, and some related concepts such as communicative competence and intelligibility. Having done so, a number of meaningful, speaking-oriented pronunciation activities are exemplified from the literature. We believe that the effectiveness of pronunciation instruction depends largely on the extent to which students think phonological targets relate to authentic communication.},author={Yusuf DEMİR},year={2018},journal={The Journal of Social Sciences}}