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Number 2: Suggestions concerning Pronunciation Correction and 
Improvement 
´Minimal response´ - teachers intervene only when the learners need something from them. It 
means that whatever is being done is at an acceptable standard for the time being, it also 
reduces the impulse to keep approving the learner’s right actions. (Harmer 2001:138) 
´Gestures´- “with a little practice, teachers can built their repertoire of gestures to convey such 
things as jaw position and degree of opening mouth, tongue position, lip rounding and spread, 
nasal, voiced and unvoiced sounds, more and less energy in articulation, stopping sounds 
suddenly and gradually, deletion and addition of sounds, adjustment to stress, rhythm and 
intonation, etc.” (Harmer 2001:138) 
´Instructions´ - instructions as: ´Change it!´, ´Make it different!´, ´Make it longer!´ Make it 
shorter!´, ´Smoother!´, ´More sudden!´, ´Say it very slowly!´, ´Say with sadness!´, ´ Say it with 
boredom!´ , ´Watch my lips!´ (while I mime), ´Move the tongue back like this!´, ´Shape your 
lips like this!´, ´Now make that sound in your own language!´, ´And now in English!´, ´Notice 
the difference!´ etc. (Harmer 2001:135-138) 
´Questions´ - Jeremy Harmer recommends asking questions as: ´Which is more English? ´, 
´How many syllables? ´, ´How many stresses?´, and so on, calling on learners´ own knowledge. 
The importance is then seen by immediate feedback from the teacher.

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´Using pocket mirrors´ - helps learners to become more aware of their own lip, tongue and jaw 
movement, encouraging learners to ´look English´ and ´feel English´ when they speak is also 
important. (Harmer 2001:140) 
´Using diagrams and the chart´ - “diagrams and charts on display can help learners become 
more conscious of their speech organs and can be used to illustrate some key features of vowels 
and consonants.” (Harmer 2001:140)