This paper addresses the issue of transferring L2 prosody teaching to online settings due to the lockdown. The reasons are provided to account for the vulnerable status of pronunciation teaching and related risks. We report the results of the research project carried out in Moscow Institute of Physics and Technology with forty Russianspeaking engineering students. In this study a combination of qualitative and quantitative research methods was used. The study first provided a critique of preexisting computer-based pronunciation training (CAPT) options ensuring learning continuity. These options were then analyzed against global educational policies related to the impacts of the COVID-19 pandemic. Based on this understanding, a methodological framework was designed to bridge the gap between prosody teaching goals and digital tools. At the next stage, experimental teaching was conducted to evaluate the feasibility of this framework. Once data from the interviews, rating scales and participant observation were collected, a descriptive analysis of the results was given. The findings showed that the suggested training had an important effect on L2 prosody acquisition by engineering students

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This chapter looks at the current communicative needs of a modern engineer engaged in professional intercultural communication. To describe professional context, the analysis of the present-day engineering discourse was conducted. It was found that spoken communication is gaining more momentum in engineering practice. Therefore, more focus in language teaching should be placed on prosody skills. Since L2 prosody practicing has long been beyond the scope of ESP curriculum, it is hypothesized that a tailor-made teaching solution is called for. The prosodic profile of an engineering specialist served as a reference point for selecting content to teach prosody. In a verifying experiment, post-teaching scores of 80 Russian engineering students were assessed. The study reveals a correlation between the implemented teaching practice and the raise of students' L2 prosody skills and the effectiveness of the suggested instructional treatment. The methods discussed have implications for other professional contexts and aspects of language use.

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