Learning pronunication differs from learning any other aspect of language in one important way:

The difficulty facing a teacher is that you cannot teach a second party to reproduce the sounds you are making, if you do not understand the process whereby you are producing those sounds in the first place. At least some grounding in phonetics is required, and it is useful to learn how speech is formed. See, for example, Grauberg (1997: 144-46). Tutors of French and German might also find it useful to read Grauberg's tips on teaching particular sounds in these languages (1997: 157-59, 175-77).

Practice in classtime should be carried out in a focused way, little and often, concentrating on the particular difficulties experienced by English speakers (eg vowel sounds in French). It is worth making a note here about accent. While some learners pride themselves on attaining accent-free pronunciation, and delight in being taken for a native-speaker, others may consider that an accented pronunciation in some way preserves their cultural identity. In this it pays to be sensitive, and to focus principally on idiosyncrasies of pronunciation which impede understanding, or which constitute grammatical errors.