The purposes of the study are to identify the status of pronunciation in teaching speaking, to determine the difficulties in integrating pronunciation into teaching speaking, and to propose an approach for integrating teaching pronunciation into teaching speaking. The study, first, recognizes the status of pronunciation within the paradigm of the research on speaking. Second, the study investigates pronunciation as a construct of the assessment of speaking by analyzing the previously suggested lists of the constructs of Korean as a Second Language(KSL) speaking tests. Third, the study examines how the current KSL curricula deal with pronunciation. Finally, based on the research, the study presents an integrated model of pronunciation in teaching speaking.