In the last decades, second language (L2) teaching and learning have been dominated by communicative language teaching methods and interactionist theories. Since the adoption of these approaches, interaction has become paramount in teaching programmes and courseware products both as the learning aim and as the best tool to develop the learner’s L2 communicative skills. Although it seems obvious that pronunciation should play an important role within such a language curriculum, the training of this skill is still often neglected within traditional L2 classroom instruction. The reasons for this are several. On the one hand, some misconceptions about the possibility of successfully teaching L2 pronunciation have made research on this field less attractive than, for instance, research on grammar or vocabulary acquisition. As a result, few empirical studies are available on pronunciation training and clear pedagogical guidelines that could be used by language educators are still lacking. On the other hand, when designing a pronunciation-training programme, one has to reckon with practical constraints. For the student, learning pronunciation ideally requires prolonged supervised practice and interaction with native speakers; for the teacher, it ideally implies intensive interaction with the student and the provision of feedback on individual problems. These tasks are extremely time-consuming and difficult to implement in class-based settings.