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Pronunciation is probably the most neglected aspect of English language teaching. Confidence if often lacking in foreign teachers to teach it methodically, and English teachers sometimes also lack the training and confidence to tackle this area. Pronunciation tends to concentrate on the individual sounds but it should be noted that it is not the most important part. There is also the fact that many native English speakers find it difficult to hear certain features such as the fall or rise of speech, particularly at the of the sentences. The reaction is that the teacher seems to think highly of themselves and if they feel that they cannot detect it that their foreign students will not be able to as well so the English teachers decides to ignore this. For instance, the word ‘yes’, there can mean several things such as ‘Yes?’, or ‘Yes?’ or even ‘Yes (by stressing it). One argument that the unversed teacher has against teaching pronunciation is that it varies so much depending on the situation and mood of the speaker, that it seems impossible to standardize anything. This argument, however could also apply to grammar as structure also depends on what the speaker is trying to say. As for phonology, it is the study of science, analysis and classification of the physical properties of sounds. The terms phonetics and phonology are often used interchangeably, although the term phonology is increasingly used to indicate the whole sound system of a particular language such as the phonology of English. Individual sounds, sounds in connected speech stress within words, and stress within whole utterances, are all difficult for students to perceive in isolation. The main reason for this is that the main interest of someone engaged in the act of communication is in trying to understand the meaning of what is being said. Intonation is generally considered to be the variation in volume and pitch in a whole sentence, whereas stress is more concerned with individual words. This distinction become blurred in examples such as ‘yes’, when a single word can be a sentence itself. If we face difficulty on how to emphasize different parts of a sentence, there are a number of way that can be used such as nonsense words, by gesture, humming or singing and the board. For nonsense words, it can be used to practice conveying attitude. For gestures, hands can be used to indicate whether the sentence starts on a high or low pitch and then indicate the direction of the pitch. As for humming, the sentences are to be heard by stress and intonation. As for the board, the teacher can use marks in the board using straight or angled arrows to emphasize the point being made and the direction of the intonation. Stressing words in a sentence, for example, ‘she didn’t mean to kick the door’. There are many different ways in interpreting this sentence. Out of context, we really don’t know what the speaker was trying to say or imply, as we don’t know where the ‘strong’ part of sentence lies. The strong part is the stressed word, or word that bears the principal emphasis in the sentence. Spelling may or may not match the pronunciation in English, for instance, The King’s English I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you, On hiccough, thorough, slough and through. Beware of heard, a dreadful word, That looks like beard but sounds like bird. And dead: It’s said like bed, not bead -- For goodness’ sake, don’t call it deed! Watch out for meat and great and threat… They rhyme with suite and straight and debt. A moth is not the moth in mother, Nor both in bother, nor broth in brother. And here is not a match for there, Nor dear and fear for bear and pear, And then there’s dose and rose and lose -- Just look them up -- and goose and choose. And cork and work and card and ward, And font and front and word and sword. And do and go, then thwart and cart, Come, come, I’ve hardly made a start! A dreadful language? Why, sakes alive! I’d learned to speak it when I was five. The human speech is an enormously complex area of study and they include the tongue, the larynx, the glottis, the alveolar ridge, the hard palate, the soft palate. Linguists use this weighty phrase to describe the physical location of a phoneme’s production.