Abstract
English in Pakistan is taught in the ESL and EFL contexts. Traditionally English language
teaching methodologies adopted in Pakistan focus more on reading and writing and less on
listening and speaking. Students get limited opportunities to practice speaking which results in
inadequate speaking skills on their part. The present study was exploratory in nature and was
conducted with 80 teachers in 29 secondary schools of District Swabi, in the North of
Pakistan. Questionnaires were used to explore teachers’ perceptions regarding the teaching of
pronunciation and their knowledge and training about teaching English. The study examined
the teaching methodology used in teaching pronunciation and explored the measures taken by
the English language teachers in learning correct pronunciation. Simultaneously, through
classroom observations the researchers examined pronunciation teaching practices adopted by
the teachers. The study identified a number of problems faced by teachers in teaching
pronunciation. It was found that lack of relevant knowledge; training and teaching
methodologies were the main factors which resulted in imparting incorrect English
pronunciation to students. The study suggests a number of strategies for improvement of
pronunciation teaching at the secondary school level in Pakistan.
Muhammad Iqbal Majoka, Muhammad Javeed Khan, Muhammad Ilyas Khan. (2016) Pronunciation Teaching: The Missing Link in English Teaching in Pakistani Schools, Journal of Elementary Education, Volume-26, Issue-1.
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