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Pronunciation in EFL Classrooms: A Study of Macedonian Teachers’ Training, Attitudes, and Practices

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Abstract

This study examined Macedonian EFL teachers’ training, attitudes and practices related to pronunciation as well as the extent to which pronunciation is taught across the Macedonian educational system. Data were collected through an online Qualtrics survey from 23 EFL teachersin the Macedonian teaching context. The results from the study revealed that the teachers lack pronunciation training; nevertheless, they reported they would be willing to receive additional training. Results also showed that teachers focus on intelligibility, while they believe native-like speech is important for being perceived as a good professional. Finally, their practices show use of repetition, drills, and minimal pairs, mostly by modeling native speaker’s speech. The pedagogical implications arising from this study indicate that there is a need for reconsidering the place of pronunciation in English classes and the ways whereby the teachers could teach pronunciation.

How to Cite:

Lazoroska, A. & Guskaroska, A., (2019) “Pronunciation in EFL Classrooms: A Study of Macedonian Teachers’ Training, Attitudes, and Practices”, Pronunciation in Second Language Learning and Teaching Proceedings 11(1).