The Teaching Of Pronunciation In The Efl Teachers

The purpose of this descriptive study was to investigate the teaching ofrnpronunciation in the EFL teachers' training program in Addis AbabarnUniversity. The attitudes of students and teachers towards pronunciationrnand its teaching, the components of pronunciation the teaching materialsrngive precedence, the aims and presentation the procedures of pronunciationrnlessons were the focus points of the inquiry. The attitudes of the respondentsrn(30% of the students and all the teachers) were determined by the datarncollected though the questionnaire (Major tool) and the interview (supportive).rnThe material analysis was employed to evaluate the aims, procedures and thernfeature of pronunciation given priority. The findings showed that the teachingrnof pronunciation is in adequate and 'bottom-up' or structural in its approachrn(i.e. it is not aimed at intelligible pronunciation). The results showed thatrnstudents exhibited a great desire for pronunciation; segmental features arerngiven more priority than prosodic features. The aims of most pronunciationrnlessons focus only on recognition and accurate production of features.rnExposure procedure was ignored; and teachers adhere to the traditionalrnattitude that pronunciation should be taught atomistically (structuralrnapproach). Finally possible remedial measures and similar inquiries in otherrnsettings were recommended.

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