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Abstract
This study was conducted with the aim of diagnosing and remedying suprasegmental errors of the third year student teachers at the Faculty of Education in Beni- Suef. Exploring the specific needs of those students, it was found that those students were in a need of phonetic development. A questionnaire was administered in order to recognize the main reasons of the students’ errors in pronunciation. A diagnostic test was administered to detect the main errors in an attempt to remediate them. Accordingly, a pronunciation programme: in its hard copy and software forms were designed and tried out with the group of this study which comprised randomly chosen one hundred and fifty student teachers, enrolled in the third year at the Faculty of Education in Beni-Suef in the academic year 2007/2008 .The programme consisted of four units, focusing on four major areas of English pronunciation skills. Namely, stress, rhythm, intonation and juncture. A Qui square value revealed highly significant differences between the mean scores of the subjects on the pre-test, post-test comparison favoring the post-test. The recommendations and suggested for further research are presented.