Tracking EFL Teachers’ and Students’ Perceptions towards Pronunciation Teaching in Classrooms A Case Study of First Year EFL Students at Chadli Bendjedid University –El Tarf-

Abstract

Pronunciation is seen as an integral part for English as foreign language (EFL) learners since acquiring and mastering correct pronunciation would highly affect the level of fluency and boosting speaking skills in general. The present study is conducted to track EFL students’ attitudes and teachers’ perceptions towards pronunciation teaching in classrooms at Chadli Bendjedid University. In order to get reliable answers to the put forward research questions, the researcher relied on the descriptive method. Hence, two questionnaires were served as a foundation for gathering the data. The first was submitted to 40 first-year LMD students who were enrolled in the academic year of 2020/2021, while the second one was directed to eight teachers of English at the University of Chadli Bendjedid El Tarf. The results obtained from students’ questionnaire showed that practicing pronunciation in class and in front of the teacher is very beneficial for the majority of students since it allows them to learn some basic pronunciation skills, and the teacher's correction of pronunciation is also very significant. Similarly, the results gathered from of the teachers’ questionnaire revealed that teaching pronunciation is necessary in the class, but there are many reasons that prevent teachers from paying attention to pronunciation because they do not have enough time to do that. Also, teachers cannot focus on correcting every wrong word for most students, because this will impede the course flow. Based on the discussed findings, some recommendations were provided to both students and teachers in order to best practicing pronunciation in classrooms.