Revista desde el Sur

tals spatially, very much as Cuisenaire rods. (refer to Marks (1992) for the use of Cuisenaire rods).
Conclusion
Through these questions my intention has been to raise the issue, to help the reader reflect on the role of pronunciation
teaching in the EFL classroom. My answers to these questions do not mean to be final, nor are they by any means a recipe.
They represent my personal standpoint and hopefully will help the reader develop his/her own.
References
Bowen, T. and Marks, J. (1992) The Pronunciation Book: Student-centred activities for pronunciation work.
Harlow: Longman.
Brown, A. (1992) Twenty Questions in Brown, A. (ed.) Review of ELT, Vol. 2, No. 2: Approaches to Pronunciation
Teaching, pp. 1-17. London: Macmillan.
Celce-Murcia, M. (1987) Teaching Pronunciation as Communication in Morley, J. (ed.) Current Perspectives on
Pronunciation pp. 1-12. Washington: TESOL.
Hewings, M. (2004) Pronunciation Practice Activities: A resource book for teaching English pronunciation.
Cambridge: Cambridge University Press.
Kelly, G. (2000) How to Teach Pronunciation. Harlow: Pearson.
Marks, J. (1992) Making Pronunciation Visible in Brown, A. (ed.) Review of ELT, Vol. 2, No. 2: Approaches to
Pronunciation Teaching, pp. 118-124. London: Macmillan.
Pennington, M.C. (1996) Phonology in English Language Teaching: An International Approach. Harlow: Longman.
Tench, P. (1992) Phonetic Symbols in the Dictionary and in the Classroom in Brown, A. (ed.) Review of ELT,
Vol. 2, No. 2: Approaches to Pronunciation Teaching, pp. 90-102. London: Macmillan.
Underhill, A. (1994) Sound Foundations: Living Phonology. Oxford: Macmillan.