Abstract
In order to gain insight into the treatment of pronunciation in the EFL classroom, we analyzed 4 textbooks that are used at the fourth grade of secondary school in Serbia and belong to B2 and C1 levels according to Common European Framework of Reference (New Inside Out, English in Mind, New Matrix and New English File). The study aims to determine the number of pronunciation activities in the corpus, the pronunciation topics that receive the most attention and the nature of instructions provided in the exercises. The analysis shows that pronunciation does not occupy much space in EFL textbooks – the average percentage of pronunciation activities in the corpus is 7,13%. Word stress, vowels and consonants are the components which have received the most attention. The textbooks do not possess specific instructions related to pronunciation, which is why the teacher’s positive attitude towards the teaching of pronunciation is of great significance. Another possibility that teachers should consider is using the integrated approach to teaching, in which pronunciation would be taught along with other language skills.
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