The importance of training second language learners in the patterns of occurrence of certain phonemes is discussed, focusing on the use of spelling as a primary predictor of pronunciation. Four different pronunciations of "ng" in English (as in "engaging, singer, changing, dangle") are used to illustrate this principle. A review of pronunciation literature relating to "ng" suggests that not only is useful instructional material on this sound-symbol relationship needed, there is also a general need for prediction skill development in the second language class. The phonological evolution of this particular spelling is then chronicled. Two analyses of the pronunciation of "ng" spelling patterns follow: one technical and one pedagogical. In the first, rules of consonant-correspondence patterns that account for the various pronunciation patterns are outlined. In the second, these rules are adapted for classroom use. Additional consideration and suggestions for classroom presentation of the rules for specific student needs, instructional levels, or teaching purposes are presented. A series of sample exercises to help students learn and apply the patterns concludes the discussion. A brief bibliography is included. (MSE)