摘要：After decades of neglect during which pronunciation was described as an orphan or Cinderella of language teaching (see,e.g.,Underhill,2013),pronunciation teaching is currently experiencing a revival and has become an integral part of applied linguistics. However,although the “Cinderella-stigma” has disappeared from research into various aspects of second language (L2) pronunciation pedagogy (Levis,2019),the same cannot be said for actual teaching practice at schools,not only in the Czech Re_public but practically across the world (Levis & Wu,2018). Achieving that is likely to take some time,and the key requirement is that pronunciation teaching becomes an integral part of teacher training at pedagogical faculties — ideally not as a content of two or three lessons within a language methodology course,but as an independent course. The electronic interactive book Becoming a Pronunciation Teacher1 by Kristýna Červinková Poesová and Klára Uličná from the Faculty of Education,Charles Univer?sity,can be considered one of the first steps in this direction in the Czech Republic.
