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It’s not a bad thing if you can still tellthat the speaker comes from a particular country or region, as long as the speaker can be easily understood by others

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Speakers need to come fairly close to some kind of a recognized standard, whether it’s one of the major native-speaker.We should also realize that English teachers, both native and nonnative speakers, are often not the best judges of whether someone’s pronunciation is intelligible.

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Include controlled practice, drills, the study and application of grammar rules, and activities that help students to 'notice' their own mistakes

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Demonstrates your ability to use the necessary vocabulary, grammar and punctuation correctly. Accuracy activities are activities which will concentrate on the language construction to ensure that the language item is produced 100% accurately.

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Many things contribute to learning pronunciation, from students’ ages, motivation, and personality, which are outside factors. 

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-The Age of the Learner-
Children can learn the sounds of language more naturally than adults and can approach native speaker pronunciation, but only if they are surrounded by the language and have many chances to hear its pronunciation
-Motivation-
If we recognize our students’ goals in learning English, we can help motivate them by showing them how improving their pronunciation will help them reach their goals.
-Personality and Aptitude-
Confident students might speak more and be more willing to try new sounds, and this extra practice could help them improve their pronunciation. If listeners are impressed by their fluency and accept their imperfect pronunciation, they have no way to know that they need to improve.

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What happens when learners hear and try to pronounce strange, new sounds in a new language?These types of problems often occur:

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-Problems with Individual Words-
Spelling: English has many words with irregular or unpredictable spellings, and this can lead students to mispronounce those words.
Borrowed words: Many languages have borrowed words from English, adapting their pronunciation to fit the sound system of the borrowing language.
- Fossilization -
Is a process that occurs when a language learner progresses to a certain point but then has a hard time making further progress. For example, a student who has been studying English for many years might still not be able to differentiate /v/ as in very and /b/ as in berry.
-Hypercorrection-
A less common pronunciation problem is hypercorrection, which means “too much correction.” This happens when a student has learned a rule and tries to apply it, but applies it in too many cases

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To teach pronunciation effectively, you need several types of knowledge:

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• You need to know the facts about pronunciation: How speakers’ mouths move when they produce the sounds of language, and how word stress, rhythm, connected speech, and intonation work.
• You need to understand and be able to predict the kinds of problems your students might have with pronunciation and why they happen.
• Include more than just “repeat after me.” Having students listen to a recording or to the teacher’s voice and then repeat is a useful part of a pronunciation lesson, but by itself it is not enough.
• Include communicative practice whenever possible. Students need to work toward using their new pronunciation in real speech. During class, we can help them practice in activities that are similar to real communication.

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In producing sounds andother aspects of pronunciation is equally important.

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Pronunciation is just one among many things that students have to think about. Vocabulary, grammar, the ideas they want to express, and the appropriate degree of politeness and formality also occupy their attention.  When we’re practicing pronunciation, we should include some activities that emphasize pronunciation fluency, speaking smoothly and easily, even if not all the sounds are perfect.