Why has phonodidactics become “the neglected orphan” of ESL / EFL pedagogy? Explaining methodology- and ELF-related motives behind a reluctance towards pronunciation teaching

The post-method reality of ESL/EFL education, in which LT is no longer perceived as a largescale enterprise based on one universal method, has encouraged theoreticians and practitioners to search for more personalised ways L2/FL teaching. This specifically applies pronunciation instruction, whose models, priorities teaching procedures ought be considered light the tenets Post-Method Era. Even though there disputing fact that influences methodology- globalisation-driven transformations have been generally positive sense they individualised approaches facilitated international communication respectively, also lowered status phonodidactics, which, effect, disparagingly referred “the neglected orphan” pedagogy.