It is a commonplace among specialists in teaching foreign languages that the intonation component of language is one of the most internalized aspects among its speakers, because their comprehension and learning by non-native students a problem and often leads to interference leftover known; a paradigmatic case is the tendency of students to equate melodic patterns of their native language with the target language, often causing misunderstandings, sometimes «curious», but others certainly dangerous to the correct understanding of the speaker by which listen, especially if this is a native speaker. Overcoming such interference is one more of the many challenges facing the teachinglearning intonation of a foreign language and, of course, the Spanish case is no exception to this. In this paper, therefore, a state of affairs concerning the proposed topic is presented and at the same time, is proposed as an alternative to working for a timely incorporation of intonation component in teaching of Spanish Foreign Language that, from the Plan Curricular del Instituto Cervantes, integrates methodological actions usually applied with a more communicative approach that acknowledges the teaching and study of conversational intonation. In any case, this should be seen as a further contribution among others, to try to help clarify the problem.