Abstract
Although studies have suggested that pronunciation is key to learning oral skills in a second language, not much research has been conducted to investigate teachers’ cognition in this regard. However, pronunciation significantly affects learners’ communicative competence and performance. Learners of English as foreign language (EFL) or English as a second language (ESL) often indicate that pronunciation is crucial while learning L2. Research results have demonstrated that teaching pronunciation in EFL/ESL classes is often overlooked (Baker & Murphy, 2011; Gilbert, 2008). Therefore, this study explores fifty-seven EFL university teachers’ views and cognition (knowledge, beliefs, thoughts, attitudes, and perceptions) towards teaching pronunciation at different universities in Iraqi Kurdistan and its values in L2 teaching and learning. The participants completed an online survey on teaching and learning pronunciation. The findings suggested that the instructors had positive perceptions of teaching pronunciation, but they also stated that pronunciation was challenging to teach and sometimes boring. This paper provides insights into teacher education, cognition, pronunciation skills, and there are several pedagogical implications.
Published Version
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