摘要：As oral skills are increasingly seen as a high priority, phonology and pronuncia tion teaching are occupying a central position in the teaching and learning of other languages. The present study is an attempt to shed some light on identifying and exploring the diffculties of Iranian EFL learners in phonology and pronunciation. To achieve this goal, 3 male language learners (elementary, intermediate, and ad?vanced) were randomly selected and were required to articulate 3 different types of 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-speaking learners. Second, the study indicated that the speed of reading was inappropriate for all the beginning, intermediate, and advanced learners.
