• Anis Behzadi

  Author

• Sima Sayadian

  Author

Pronunciation, the rather neglected orphan of second language learning, has been
ignored in most English classes. Interestingly enough, the usefulness of teaching pronunciation
is a widely debated subject in the language teaching world. It is said that teachers can make a
big difference in improving their students’ accuracy and fluency in pronunciation. Likewise, they
can have a noticeable difference in certain criteria, such as the teaching of suprasegmentals and
the linking of pronunciation with listening practice. The current study investigated the Iranian
English teachers’ opinion who teach English in language institutes. To this end, the teachers’
attitudes were racked up and compared regarding communicative fluency practice, phonological
accuracy, teaching techniques and specifying appropriate ways to deal with the problems of
phonological teaching and communicative English language teaching in Iran. Accordingly, the
subjects of the study were 60 teachers from 6 language institutes in Sirjan, Iran. Concerning
instrumentation, a questionnaire with thirty items on a five point rating scale and three open
ended questions were used. To sum, the results revealed that the teachers have very highly
positive attitudes towards teaching phonological accuracy and highly positive attitudes towards
communicative fluency activities. Nevertheless, teachers’ attitudes do not relate to the pedagogy
conducted in their classrooms as highly as expected.

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