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3.2.2 Pronunciation Correction 
When the model is not followed, teachers should deal with incorrect 
pronunciation and make learners work on improving pronunciation. The topic of 
managing incorrect pronunciation will be discussed very briefly in this chapter, as many 

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interesting and useful comments can be found in Mark Bartram and Richard Walton´ 
(1991), in Julian Edge´ (1989), and in Peter MacCarthy´ (1978) books. 
These are the suggestions that were considered useful as early as in the process 
of planning the course: 
-
Correction is a way of reminding students of the forms of standard English 
[
of the forms of a chosen model of English
] 
(Edge 1989) 
-
Correction should not be a kind of criticism or punishment. (Edge 1989) 
-
Mistakes are a natural and essential part of learning. (Bartram and Walton 
1991) 
-
´Accuracy´ - that part of the lesson when students are encouraged to make 
their utterances as near to a native-speaker’s as possible – which is usually 
taken as necessitating more intense correction. (Bartram and Walton 1991) 
-
´Fluency´ - that part of the lesson where students work on their capacity to 
communicate within the language, generally a period free of correction. 
(Bartram and Walton 1991) 
-
´Mistake´ - is wrong language which a native speaker would not usually
produce, that is, something that only learners of the language produce.
(Bartram and Walton 1991) 
- ´Slip´ - is wrong language caused by tiredness, carelessness, and nerves. 
(Bartram and Walton 1991) 
- ´Attempt´ - when the teacher knows that the students have not yet learned 
the language necessary to express what the want to say. (Edge 1989)
For the purpose of the course, the question ´How to correct? ´ is also important. 
Generally it is accepted that the combination of teacher’s correction, peer correction, 
whole class correction, and self-correction is recommended. Other suggestions that were 
considered useful for the purpose of the course are listed in appendix No. 2.