INTRODUCTION

To communicate effectively, language learners need to become proficient in using the semantic, syntactic, lexical, morphological and phonological elements of the language being learnt. They also need to understand its pragmatic use. The focus in ESL literature has tended to be on grammatical, thematic and functional approaches to ESL syllabus design. As the title of this paper suggests, intelligibility entails more than simply using appropriate lexical items and correct word order: Words stressed incorrectly or with inappropriate pitch or intonation will impede the learner in getting the intended message across. Phonology, then, should be an integral part of any ESL lesson/syllabus. What follows is an outline of one way to approach incorporating a phonological component into ESL lessons. It is based on the following assumptions about oral communication:

1. Speaking usually involves two or more people who use language for interactional or transactional purposes. It is not the oral expression of written language. This should be reflected in the types of activities used in ESL classrooms.

2. Spoken language imparts referential and affective meaning. When we speak, we reveal our interest and attitudes toward the topic being discussed and toward the people we are speaking with. These messages are largely conveyed through the prosodic features of language: stress and rhythm, intonation, pitch variation and volume. For these reasons, it would seem essential that phonology be learned in context and not treated incidentally and/or separately. In addition to making decisions about content, grammatical structures, lexical items, functions, skills, methodology and materials, we need to identify phonological elements as well.

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