Abstract
Over the past few years, an overwhelming interest has been observed in teaching and learning
pronunciation. Although, this resulted in proliferation of pronunciation related studies and
resources, more important is to see whether they have influenced EFL teachers or not. The
purpose of the present study was to investigate Pakistani EFL teachers‘ beliefs and practices
about pronunciation. To elicit related information, 20 university teachers who were teaching
linguistics and communication skills completed a survey questionnaire. The findings showed that
EFL teachers had adequate knowledge of pronunciation and were willing to teach it. However,
they tended to follow traditional ways of teaching pronunciation e.g. individual sounds, silent
sounds in words and especially problematic sounds through repetition and drills. Moreover, EFL
teachers asked for more trainings on pronunciation teaching, as reported by prior studies (e.g.
Burgess & Spencer, 2000; Foote, Holtby, & Derwing, 2011). This study examines the issues and
needs of EFL teacher and identifies directions for future research on belief and practices about
pronunciation that will help to establish ways to overcome the issues and address their needs.
Key words: Beliefs, EFL teacher, Pronunciation, training
Khursheed Ahmad , Asra Irshad. (2019) Pakistani EFL Teachers’ Beliefs and Practices Regarding Pronunciation, Balochistan Journal of Linguistics, Volume 7, Issue 1.
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