Mahmood Hashemian - Shahrekord University
Kamal Heidari Soureshjani - Islamic Azad University, Shahrekord Branch, Shahrekord, Iran

As oral skills are increasingly seen as a high priority, phonology and pronunciation teaching are occupying a central position in the teaching and learning of otherlanguages. The present study is an attempt to shed some light on identifying andexploring the diffculties of Iranian EFL learners in phonology and pronunciation.To achieve this goal, 3 male language learners (elementary, intermediate, and advanced)were randomly selected and were required to articulate 3 different typesof material. Having analyzed the data, the study revealed that, first, pronouncing/ɪə/ as /eə/, /æ/ as /e/, /ɑ:/ as /ɔ:/, /ʊ/ as /u:/, /aɪ/ as /ɔɪ/, /ɪ/ as /i:/, /əʊ/ as /ɔ:/, /w/ as /v/,/ð/ as /d/ or /z/, /θ/ as /t/ or /s/ and /ŋ/ as /ng/ and mispronouncing /ɒ/, /ʌ/, /ɜ:/, /ə/,/ɔɪ/, /eə/, /r/ and /aʊ/ are the most frequent errors among Persian-speakinglearners. Second, the study indicated that the speed of reading was inappropriatefor all the beginning, intermediate, and advanced learners.

phonology, pronunciation errors, speed of reading