How important is pronunciation instruction and how much time should be allotted for it in such a crowded curriculum where general English is taught , for instance, 3 hours per week as at most junior colleges? Some teachers might argue that pronunciation is not important at all for very few of the tests require students to show their speaking ability. Others, however, find that they do not know how to teach pronunciation, even if they want to teach it . It is because of these conventional notions about pronunciation that the teaching of it has, for too long, been neglected in many ESL/EFL curriculums all over the world. Recently as English teaching has moved to language functions, and communicative competencies, a new urgency for the teaching of pronunciation has arisen (Celce-Murcia, 1987; Morley, 1994; Gilbert, 1994). In Taiwan, however, we found that pronunciation had not yet received similar attention. According to our teaching experience, a great number of our students have many difficulties in pronunciation. When speaking English, with very little or poorly trained pronunciation skills, they have problems either making themselves understood or understanding others.