Pronunciation, despite being an obviously important component of speech and anticipated communication, seems to enjoy little or no room in the policy and practice in Bangladesh. This study, therefore, aimed at exploring the issues of teaching oral proficiency specifically pronunciation at the HSC level in Bangladesh. The purpose of the present study is to determine whether students at college level encounter problems in English pronunciation. The present study also aims to unearth reasons working behind the negligence toward pronunciation. To do so, students were interviewed with the Reading Survey focusing on problematic utterance in terms of sound and orthography for Bangladeshi learners as suggested by some previous studies. The findings show that pronunciation teaching is inadequate in policy and practice. Finally possible remedial measure for integrating pronunciation with other skills with the help of a Balanced Approach to teaching pronunciation and same inquiries in other setting were recommended.
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