The article discusses selected issues in teaching English pronunciation to Polish learners at the university level. The main assumption is that metacompetence and practical training are inseparable in that they interact effectively in successful pronunciation pedagogy. We discuss segmental issues, such as vowel category learning and teaching stop aspiration. Next, we proceed to suprasegmental elements, such as intonation, stress, and rhythm. We attempt to show how integrating students’ general knowledge of linguistics with various training tasks in speech perception and production may lead to improved production and perception in English
