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Issues regarding the effectiveness of systematic pronunciation teaching remain unresolved in the existing linguistic literature, and the studies related to teachers' views are scarce. Hence, the present paper investigates Serbian EFL secondary school teachers' views regarding their students' pronunciation difficulties, i.e. we attempted to discover the level of teachers' awareness of their students' problematic areas in practical English phonetics and potential strategies employed in overcoming them, further aiming to draw attention to the importance of the reportedly neglected pronunciation instruction. In order to answer the proposed research questions of the study we conducted a questionnaire, whose results demonstrated that, although Serbian EFL teachers recognize their students' pronunciation problems and are also familiar with the ways they can be made easier, they fail to practically apply them in everyday curriculum.

Serbian EFL teachers' attitudes regarding their students' pronunciation problems and strategies for overcoming them