Abstract
This study aimed to investigate how instructors teach pronunciation based on the pronunciation training they received. This study involved instructors from King Abdul Aziz University, who were teaching at the English Language Institute (ELI). The data were collected through a questionnaire given to (50) instructors at (ELI). The data were analyzed using Statistical Package for the Social Sciences (SPSS) program.
 The results displayed that instructors used cognitive-content of teaching pronunciation and most of them focused on it as a valuable teaching approach. Furthermore, the findings revealed that the instructors had a constructive trend in teaching pronunciation. Most instructors pointed out that they taught pronunciation in their classes; in many cases they spent a considerable amount of time in pronunciation instruction. The lack of the pronunciation equipment and technological resources stands as a stumbling- block problem to teaching this language skill. In addition, the findings showed most of the language instructors did not receive any specific pronunciation training. Recommendations are given to provide suitable teaching pronunciation training which prepares the instructors to use powerful technology to boost teaching of this essential skill.
Highlights
Teaching pronunciation is a controversial topic (Foote et al, 2016)
Most of the studies implemented in the area of teaching pronunciation concentrated on the analysis of pronunciation errors produced by Saudi learners (e.g., Ahmad & Muhiburrahman, 2013; Bintuki, 2008) and pronunciation difficulties and problems faced by students (Hameed & Aslam, 2015)
The findings of this study have emphasized the status of pronunciation teaching at English Language Institute (ELI)
Summary
Teaching pronunciation is a controversial topic (Foote et al, 2016). The discussions on this issue are highlighted in the role of explicit pronunciation and the effective approaches to teaching pronunciation (Saito, 2011).In the language teaching environment, there are two eminent stakeholders: the student and the instructor. Teaching pronunciation is a controversial topic (Foote et al, 2016). The discussions on this issue are highlighted in the role of explicit pronunciation and the effective approaches to teaching pronunciation (Saito, 2011). In the language teaching environment, there are two eminent stakeholders: the student and the instructor. Most of the studies implemented in the area of teaching pronunciation concentrated on the analysis of pronunciation errors produced by Saudi learners (e.g., Ahmad & Muhiburrahman, 2013; Bintuki, 2008) and pronunciation difficulties and problems faced by students (Hameed & Aslam, 2015). This study aims to investigate ELI instructors' approaches on teaching pronunciation as well as to fill the gap in the present literature
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