In order to use a language effectively and establish accurate and efficient communication through it, in addition to having the mastery of its grammar rules and lexicon, it is also necessary to be able to produce its sounds accurately. Pronunciation problems that are observed in the learning of almost all foreign languages are also experienced in teaching Turkish as a foreign language. Due to those problems, in this study, firstly the plethora of the terms that are used to refer to those phenomena that lead to confusion were discussed and a proposal for a common term was attempted. Based on the review of the literature, it was concluded that terms phone and phoneme were used to refer to sound and phoneme and that the terms articulation, pronunciation and spelling were used to refer to articulation. Secondly, three different approaches which are considered basic in pronunciation instruction were examined. Finally, 20 functional and useful instructional activities that teachers may use in their lessons at the beginner and intermediate levels in teaching Turkish as a foreign language were introduced.
phonetic and pronunciation training, phone, phoneme, articulation