Preservice English Teachers’ Perspectives on Pronunciation

The goal of this study is to investigate pre-service English teachers’ views, needs and preferences about learning and teaching pronunciation. Using mixed-method approach, data have been collected through a questionnaire (N=147) and additional face-to-face interviews (N=5) with prospective English teachers enrolled in an English Language Teaching (ELT) department at a state university in Turkey. A 40-item questionnaire (adapted from Sardegna & Kusey, 2014 and Seyedabadi, Fatemi & Pishgadam, 2014 with additional items prepared by the researchers) was used to provide insights into pre-service English teachers’ views, preferences and goals about learning and teaching pronunciation. In addition, face-to-face interviews were carried out with students who have prior voluntary or semi- professional teaching experience. Findings of the study reveal that pre-service English teachers consider learning pronunciation as a key area in learning a foreign language, however, they are not prepared to teach it with informed techniques in a classroom setting.