Effective Pronunciation Teaching: principles, factors and teachability 1 Effective Pronunciation Teaching: principles, factors and teachability Georgy V. Gelvanovsky Moscow State University of Commerce Ufa Institute, Russia Abstract The present article is an attempt to form some principles of effective teaching pronunciation in ESL/EFL classroom issuing from the researches made on the topic. The role of pronunciation in the process of communication is described and the problem of teachability-non-teachability is being discussed. Six factors to be taken into consideration when teaching pronunciation are provided as well. Basing on all the above mentioned principles of effective teaching pronunciation are coined together. Introduction Teaching pronunciation (TP) is probably the most complicated, yet one of the most significant aspects of ESL/EFL teaching. No wonder that it was and still is being called the “Cinderella” of language teaching (Kelly, 1969; Dalton, 1997). Indeed, unlike grammar and vocabulary, pronunciation was not seriously taught and studied until 1800s and early 1900s, when the Reform Movement in language teaching took place. Obviously, in the process of communication, pronunciation (of both segmental and suprasegmental (prosodic) elements) is of paramount importance. Below a definite level, even in case if grammar and vocabulary are perfectly correct, successful communication cannot take place