Abstract:

Abstract The aim of this study was to find out Turkish EFL pre-service teachers’ attitudes and motivations towards English pronunciation learning, and the most elicited components of pronunciation teaching and the ways dealing with it in the language classrooms. In order to collect data both quantitative and qualitative methods were used. For quantitative data collection Learner Attitude and Motivation (LAMP) inventory was administered on 105 pre-service teachers studying in ELT Department in a public university in Turkey, and the results were analyzed through MANOVA using SPSS statistics program. Quantitative data were collected through semi-structured focus group interviews conducted with 7 freshmen and 6 senior students. The qualitative responses were thematically categorized by two coders. The results of this study revealed that although there are no significant differences among students’ motivation and attitude components, students were found to be instrumentally and extrinsically motivated to learn English pronunciation.

Keywords: