Rise-Up and Flow-Down: Teaching Pronunciation

English language learners (ELLs) during acquisition face challenges associated with English word stress, sentence stress, and intonation since each language is unique in this regard and has its own particular rhythmic system. Acquiring English language fluency is more than the study of grammar, words, and sentences, but also involves the practice and the perception of the emotional coloring of the utterances with correct pronunciation that does not interfere with communication. Pronunciation strategies is an important element of English fluency and can help mitigate miscommunication. Although making mistakes in this area is very common, learners can still learn to avoid errors that can interfere with communication when classroom instruction explicitly provides learners with the tools to overcome them. Utilizing instructional methods that focused on word stress, sentence stress, and intonation, first-and-second-year university students at a private university learned to recognize, practice, and perform correct English word stress, sentence stress, and intonation patterns using a novel approach to pronunciation instruction the researcher calls the rise-up and flow-down method. The results of the classroom practice over a semester indicate that there is a direct perceived improvement in the students’ ability to use English word stress, sentence stress, and intonation that may lead to an overall improvement in English fluency. The study hopes to add a valuable and practical classroom practice method to be used for the instruction of pronunciation.