Generally speaking, pronunciation is perceived as a difficult area by both teachers and learners. Like listening, pronunciation is sometimes neglected in the process of language teaching in favour of reading and writing, which are rather more likely to lead to success (Setter, 2008). On the one hand, confidence with pronunciation allows learners the interaction with native speakers that is so essential for all aspects of their linguistic development. On the other hand, poor pronunciation can mask otherwise good language skills, condemning learners to less than their deserved social, academic and work advancement. Despite widespread agreement about the importance of pronunciation teaching, pronunciation is the aspect of language that receives least attention. The reason is not unwillingness to teach pronunciation, but uncertainty as to how best to help learners (Fraser 1999). Even though research has also established that pronunciation plays a central role in speech intelligibility (Derwing & Munro, 2005), and teachers and learners believe in its value (MacDonald, 2002), pronunciation is rarely incorporated into instructional objectives, and when it is taught can still be done so in an ad hoc fashion. In agreement with Fraser (2011), it is essential to continue to seek additional effective methods and approaches so that we can assist learners independently to develop the communicative competence needed in today’s tertiary environment. Over the last few years there has been an increase in the amount of research into pronunciation teaching (see meta-studies by Saito, 2012; Lee, Jang, & Plonsky, 2014). However, pronunciation learning and teaching research needs to have a clearer theoretical basis and to be pragmatically directed at the learner and the classroom. Understanding what is new in pronunciation theory, and the supporting research, and what this means for classroom practice was the focus of the recent one-day AALL 2 nd Pronunciation Symposium at UNSW (Canberra).