This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term, the researcher provided EFL pre-service teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. Pre- and post-tests were used to measure to what extent language learners improved their pronunciation in English using a reading passage and participants’ performances were recorded through a tape recorder. The administration of the inventory took place at the end of the semester and the participants were asked to read and respond the whole inventory in 15 minutes. After completing data collection process, two native speakers of English as the raters of the study rated all the participants’ pre-test and post-test performances one by one. A pronunciation rubric which involves 5 categories including vowels, consonants, intonation, word-stress and comprehensibility was used in order to assess learners’ performances. The results revealed that the participants had generally positive attitudes toward pronunciation. Similarly, it was found that pronunciation instruction improved the participants’ pronunciation at the segmental and suprasegmental levels as well as their comprehensibility.

The purpose of this study is to investigate EMI academics’ cognitions and practices regarding pronunciation of English as a foreign language in EMI classrooms. The study was conducted using a qualitative research design and a semi-structured interview format. The participants of the study were university instructors, associate professors, and professors from different departments including Faculties of Medicine and Nursing, Departments of English Language Teaching, English Language and Literature, and Translation and Interpreting Studies. The qualitative data were collected through interviewing the participants. The results revealed that EMI academics generally had positive attitudes toward correct pronunciation in EMI classrooms. They reported that proper pronunciation could lead to a better understanding of content and improvement in general language skills, particularly pronunciation proficiency. Based on the findings of this study, it can be concluded that EMI can be considered an efficient means of improving students’ English pronunciation and content learning since teaching content through English provides the students with more exposure to the language and more opportunity to practice English pronunciation.

The purpose of this study is to investigate EFL pre-service teachers’ perceptions toward English pronunciation and pronunciation teaching, their phonological awareness, difficulties and problems regarding English pronunciation. The study was conducted using qualitative research design and a semi-structured interview format. 6 EFL pre-service teachers participated in the study. The participants received pronunciaiton training before conducting semi-structured interviews. This allowed them to develop certain ideas regarding English pronunciation and its teaching. The syllabus of the instruction included the teaching of segmental and suprasegmental features of English.After pronunciation teaching procedure was completed, the qualitative data were collected through interviewing the participants. The results revealed that EFL pre-service teachers had generally positive attitudes toward pronunciation. Also, it was found that they had certain difficulties and problems in English pronunciation at the segmental level and suprasegmental level such as intonation, stress and rhythm which are different phonological patterns from Turkish pronunciation, stress and rhythm which are different phonological patterns from Turkish pronunciation.