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The role of pronunciation has varied widely in different methods and approaches of language teaching. In Grammar Translation Method (GTM) and the cognitive learning it received virtually no role. In Audio Lingual Method (ALM), on the other hand, it had a pivotal role. In communication-oriented approaches and within the broad context of EFL/ESL teaching in which successful communication is emphasized, it has been argued that pronunciation pedagogy deserves neither fate. This paper provides adoi:10.5861/ijrsll.2016.1423 fatcat:76ubutliajaorba5kxlv65af6a