Recent findings from the fields of brain research and speech perception suggest that non-verbal approaches may be helpful in pronunciation learning. The left side of the brain uses sequential information, such as verbal descriptions. The right side works in a more simultaneous manner, specializing in spatial relations and pitch perception, among other things. It is suggested, therefore, that teaching of new articulations and intonation patterns should be presented in non-verbal ways, as a supplement to regular procedures. The following visual techniques are discussed and applied to the English sound system. Three-dimensional models are used to display tongue positions. Rubber sheeting with painted symbols is stretched to practice lengthening of stressed vowels. Sounds are color-coded, to remind the literate student not to be misled by spelling. Difficult contrasts like "l" and "r" are presented through overlay drawings, views from above, and two-step drills. Red acetate is laid over red letters, to emphasize the muteness of silent letters. The kazoo is used to teach stress patterns. Because both tasks and students vary, there is no one best way to teach a language. These ideas are offered as aids in the teaching of pronunciation. (Author/AMH)