Yenkimaleki and van Heuven (2021) studied the effects of teaching
either segmental or suprasegmental (prosodic) aspects of English, in combination with either perception or production-focused
practice (four combinations in all) on the speech intelligibility and comprehensibility of Persian L1 learners of English as a
foreign language. Generally, production-focused exercises were more effective but there was no overall effect of teaching
segmentals versus prosody. However, the specific combination of emphasis on prosody and production-oriented exercises was most
beneficial. We summarize the results of the study and present, more systematically and in more detail than in the original
article, the materials and teaching methods used.