Mohamed Hassan, Egypt
This is a very important matter if you are dealing with accuracy and there are many different ways. First, you can give a chance to the student who pronounces something falsely to correct himself by giving him a sign that he is wrong. Second, you can give a chance to another student to correct. Third, you can correct orally by yourself through repeating the correct pronunciation or through the tape. Above all, one should be very careful in giving a good pronunciation model as a bad one is the root of all mistakes.

Hamid Naveed, Dubai
I think the best you can do is to teach your students the vowel and consonant sounds first, and then move forward from there to correct their pronunciation. Pay special attention to the schwa sound as it is the most common sound in English and the most mispronounced also.

Alfredo Abarca P, Chile
If I understood your question correctly, I believe one important point to bear in mind is to determine if those pronunciation mistakes relate to mother tongue interference or if they're pronunciation errors coming from a different source, e.g., they learned certain words incorrectly.

Domício Moreira Ribeiro, Brazil
If the goal of the lesson is to develop the ability of speaking, corrections should not take place during the activity of speaking, otherwise they will frustrate (and stop) the students. You should take notes of the mispronounced words and at (by) the end of the activity, correct them. It is very important that students learn the correct pronunciation of a word, but just in the right moment.

Harvey Utech, Germany
I teach German students who have already had 6-10 years of English in school and yet, still make basic grammar, spelling and pronunciation mistakes.
I think it is unproductive to teach pronunciation in the classroom, especially as the number of students in class increases. Yes, one should correct mispronunciation mistakes as they occur but expecting students to remember the many pronunciation exceptions we encounter in English is expecting too much, I find.
A more productive approach is to encourage students to listen to as much English spoken by native speakers as they can between classes. I recommend radio, TV, movies and (especially) podcasts. The latter are available now free of charge in so many subjects that students can easily find several of interest, download them regularly and listen to them between classes.
My idea is that they should learn pronunciation subconsciously. There are already so many rules and exceptions to rules to keep in mind that we are making the learning of English too burdensome, if we put too much emphasis on details. Then, all is lost because we make learning English seem too much of a struggle for the average student to be worth the effort.

Marielle Fayolle, France
The main problem is that students are unable to pronounce sounds they're not used to hear in their mother tongue. With a physical approach, the results are really good: I show them how to place their tongue, their lips and their teeth while pronuncing. I ask them to feel where the sound is in their mouth: in the back or in the front. Then, it's a question of repeating the sounds several times especially with adults. I also use the facilitating gesture (turning round with your hand): it is a gesture that helps with the rythm of the English language. We all have the same sounds as a baby but as we learn our mother tongue, we lose the sounds that are not necessary. And some languages such as French are very poor in sounds compared to Russian or Dutch for instance. I hope these explanations will be of help to you.

Craig Wherlock, Greece
I think most students simply don't realise that their pronunciation is mistaken so the first job is to bring their attention to this. I find asking students to record themselves doing various exercises from their course book using their mobile phones is very effective. For some reason listening to this makes them much more aware of how they sound to others. This makes it much easier to correct their pronunciation themselves. Another idea is take a short extract from a film in mp3 form (their are plenty of sites on the internet for this) and ask students to imitate the actor's speech as closely as possible, once gain using their mobile phones to record and playback what they have said.

Ken Wong, Hong Kong
I'd suggest an analysis of the students' errors, including L1 interference and basic pronunciation and stress problems. On the basis of your analysis, develop some ear-training (recognition skills) exercises, followed by more demanding exercises (production skills) to cover your students' common errors. Attention to individual problems is important. I hope you find these ideas helpful.

Mal James, UK
The interactive phonetic chart is a great tool for improving pronunciation in my class. Asian student who invariably have problems with 'th' 'w' 'v' are given lots of practice with these basic sounds but with difficult consonant clusters such as 'spr' I get the students to tap out the sounds on the screen s,p,r. spring, sprung, sprat. practice.
A further point is syllable stress shift photograph/photographer, furthermore words that look confusing such as 'thorough' are broken into phonemes (4 sounds) breaking down words that initialy look daunting encourages students to experiment with the sounds of English through the dual input of sound and sight; great fun if you have a touch screen or smartboard. If students have dyslexic tendencies then colour can be used to isolate syllables. I am a native English speaker and show empathy by pronouncing words and breaking down the sound combinations I find difficult such as 'ethnicity' or allow them to teach me a word or phrase in their language: usualy much to their amusement. Oral motor skills take time to develop and just like exercise we have to include a fun element into them.

Nicola Perry, China
I find that students are often not aware that there should be a difference between 2 words they are saying, ie that there are two sounds. Long and short vowel sounds are a common problem. The Chinese language has a range of sounds that need very subtle movements of the mouth so I often find that my students do not move their moth enough when speaking. I use exagerated movements to show them the difference and how the sound is different.

Elena Sancho, Spain
Something which has been proved useful for my students is using a little mirror and looking at themselves while pronouncing the difficult word (for Spanish-speaking students English vowels are a big problem) after they have been corrected. They should try to imitate the teacher's gestures as accurately as possible. The mirror is fun and it really makes them aware of the position of their face, jaw and lips. Pronunciation is something physical, like learning to dance or going to the gym and we also look at ourselves in the mirror to check that we move correctly.

Afshin Vatandoost, Iran
Communicating meaning through a new language is by itself a very demanding and tough job, so let's not make it more difficult by pressurising our students into correct pronunciation. We should also bear on mind that pronunciation mistakes are really tricky ones as they could be stemming from a variety of origins. In my opinion, from the very beginning teachers should avoid over-simplification of English pronunciation. Many mistakes happen because we teachers cause them. Also, in early stages of learning, intelligibility should be appreciated, and as we go on the emphasis on authentic pronunciation should be increased through lots of drilling and phonological practice. As to correction, I would use constant gradual exposure to authentic standard pronunciation, and be very patient with my students mistakes.I believe Learning correct pronunciation is a very lengthy process and any unreasonable pressure should be eased off students. After all, for a non-native it is impossible to pronounce 100% like a native!

Irene Ong, Malaysia
Personally, I would not be too quick in correcting students' pronunciation without having first guided them through the usage of phonetics. This takes into consideration the students' cultural background and perhaps physical deficiency in the pronunciation of English words. Secondly, it would be good to use audio recordings as a teaching aid, in which to help strengthen students' listening and ultimately speaking skills as well. It is quite necessary to correct students' pronunciation during the course of a lesson when it is obvious that the word encountered is a common mis-pronunciation of the class as a whole. In such instances correction of pronunciation can then be handled as a group exercise thus not directed at one student in particular. Correction of pronunciation should definitely be part of the teaching of the English Language but ought to be handled gently and with tact and consideration, especially in the case of an adult learner!

Anthony O'Driscoll, Spain
Re Domício of Brazil's comments: I agree that you shouldn't interrupt students when they're in the middle of a conversation exercise, BUT, noting down the errors of pronunciation and going over them when the conversation activity has finished is, in my experience, of little use, because the people who made the mistakes have forgotten it was them and, for the rest, it has nothing to do with them, so it all becomes a bit too academic. What I do is when we're correcting homework, with SPOKEN ENGLISH sentences, I get the students to try to pronounce the sentences as if they were actually speaking them - and if the other students don't think the pronunciation is OK, I tell them to cough! (I, also, cough to indicate when the pronunciation is not correct - I sometimes having a coughing fit with some pronunciation!!) This, of course, depends on the relationship with each class/student - obviously, with the more introvert students, I don't overdo it ... This way you corrrect their spoken English pronunciation, but it's NOT a sentence of their own, expressing their own thoughts/ opinions/feelings as it would be in a conversational exercise it's just a sentence from the book.

Sheila Bonari, Reunion Island
Remembering how useful I found this activity for myself when learning French, I now teach English to uni students but in specialised domains. One student reads out a paragraph from a specialised article thus dealing with verbs and vocabulary related to their needs. In groups they listen, teacher underlines mispronounced words, repeats mispronounced words in a confused way in order to elicit suggestions from the group and then gives correct pronunciation. Students can then repeat together. This installs confidence in students and reveals keys to resolving similar problems in pronouncing unknown words and language interference.

Ana Maria Sierra, Argentina
After years of trying to find the best way to correct my students' pronunciation I've found quite a funny one: I pronounce the word wrong - for example "Pikture" and my students correct me saying the correct pronunciation "piktche". I do it with most of the students. They not only learn to pronounce well but they find it funny to correct their teacher.

Ziya Erdil, Turkey
The best way is: while they are talking or reading in class, you shuldn't interrupt them in the middle of the conversation or text. Let them finish first and then you can correct pronunciation mistakes by using those words and phrases frequantly in different ways, making students take part in activities too. Don't directly correct the student who's made a pronuncation mistake. This will cause him/her to lose self confidence and be discouraged. Let it be natural. Good luck to you :)

Francis Peter, India
Raising awareness of possible pitfalls helps prevent their occurance. For my Indian learners, I focus on the following features. These are the common problem areas for a second language learner.
Phonetic realisations: My first job is to make the learners realize a new set of sounds need to be learnt while learning a new language. These ‘problem sounds’ unless learnt correctly could lead to ‘phonetic realisations’ i.e. when a learner finds a given English sound difficult to pronounce, a sound closest to the required sound from his mother tongue is used. Such approximations lead to unintelligibility
Vowel quantity: The length differences between the vowels of English feature can cause major strain in listening. The long English vowels are very long in comparison with average vowel lengths in other languages. I make them aware of the distinction between long and short vowels. Actually this is more important than exact vowel quality.
Consonant clusters: Certain combination of consonants does not occur in a learner’s mother tongue, and pronouncing these is a definite problem for our learners. Words like school, why the word ‘cluster’ ‘request’ ‘triumph’ etc need special attention, especially to make sure no sound is substituted for them. Learners tend to deleting one of the consonants to simplify a cluster or insert a vowel to tide over the difficulty.
Weak forms and connected speech modifications is another area that deserves careful attention. English, with its multiple weak-form words and heavily reduced unstressed vowels is difficult fro a learner from a syllable-timed language background. Focus on achieving adequate prominence on the stressed syllables, rather than on attaining perfect weak forms for the reduced vowels helps.

Elvira S. Balinas, Philippines
I have been teaching pronunciation for so many years now to Filipino students. I found it helpful to let the students record their own voice and listen to the playback. It gives them motivation to improve on their errors. Also, asking them to listen to documentaries in English outside their classroom hours proved to be successful in making the students aware of the English prosody.

Adjadji Epiphane, Benin
What is the objective of EFL teachers? Being able to foster her/his students' language skill. So, early on, attention needs to be given to mispronunciation whether we are teaching young or adult. Both come in the language class with little or even no knowledge of English word pronunciation, so they expect the teacher to give them a good model to replicate and adopt. Phonemic transcription of english words using the IPA symbols where applicable can be of great help. Songs can also be used to corect the students' lack of good pronunication as they oblige them to respect the tone and rhythm of the song.

Lerzan Helvaci, Turkey
Pointing to phonemic symbols is helpful when learners make pronunciation mistakes. In that way, the learner will be able to understand that she/he has made a pronunciation mistake without being embarrassed in class. Another point is not correcting at the time when the mistake is made. It is better not to correct learners when they are doing fluency activities, but we can make notes of serious mistakes they make. At the end of the activity, we can give feedback.