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This article describes a classroom technique for improving the pronunciation of adult ESL learners. The technique is based on using stress and pausing in the same manner as native speakers of English. Dramatic improvement in pronunciation may be quickly achieved by showing learners how stress and pause are related to parts of speech and sentence structure. The article describes how a classroom teacher can develop an awareness of the relationship between grammar and pronunciation for learners.doi:10.18806/tesl.v20i1.941 fatcat:qrb7p5u2svbnjpynqrht7xjnye