Abstract

This study aims to investigate the current conditions of pronunciation teaching and learning in a local university through a questionnaire. The subjects majoring in English Education agree that accuracy rather than intelligibility should be adopted as the criterion for English teachers. Though the importance of pronunciation is well recognized by the subjects, instruction lags far behind the learners’ requirements. Different approaches beneficial for pronunciation learning are also ascertained on the part of learners. Findings suggest that instruction innovation is urgent and competent bilingual teachers should be trained to meet the needs of pronunciation teaching.

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