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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