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The teaching of pronunciation has witnessed remarkable changes throughout the history of language teaching and learning. As one of the most neglected aspects of English language teaching, pronunciation has gained attention only in the past half of the 20th century with the rise of Audiolingualism and the Direct Method. Throughout history, teachers and applied linguists have been concerned with the difficulty of teaching this skill. In this respect, they have attempted to develop different methods and techniques with the reliance on other sub-disciplines such as phonetics, phonology and second language acquisition among others. Taking phonetics and phonology as a framework, teachers have tried to make use of the different components of these core disciplines in order to apply them to their classrooms
