Prevalent pronunciation teaching methodology is traced through coursebooks to teacher handbooks, and directly to academic theory, unmediated by theories of pronunciation teaching or learning. The missing aspects of pronunciation teaching are then sought, requiring a complete realignment of the theory in line with other aspects of language teaching. The theoretical implications of this paper expose a possible mass confusion between the teaching of receptive and productive skills. Premature application of theory is traced through various patches and modifications not amounting to fixing the fundamental problems. These various modifications together map an explanation of the confusion rooted in the compounding of earlier misapplication. Following the exposed discrepancies, a more rational model, also in line with other areas of language learning, is proposed. Finally, some possible requirements of future directions for the practical implementation of these are briefly outlined.
How to Cite:
Bamkin, S., 2010. How not to fix a problem: misapplications of pronunciation theory. Gateway Papers: A Journal of Education and Pedagogic Research, 1, pp.1–18.