BELIEF AND PRACTICE IN THE TEACHING OF PRONUNCIATION IN THE IRAQI EFL CONTEXT

Abstract

Over the past few years, great interest has been significantly given in pronunciation teaching. More studies have examined the cognitions (knowledge and beliefs) of the second language (L2) teachers in the EFL context. However, despite these emphases that have been put on the role of pronunciation in teaching, this area still struggles to obtain the attention it deserves in the EFL classrooms.