“Not enough time is devoted to pronunciation”, “I would like my textbook to include other types of pronunciation activities”. The views and perspectives of EFL fourth year secondary-school students on the teaching and learning of pronunciation. A survey- based study 1 Yolanda Joy Calvo Benzies Department of English and German Philology, University of Santiago de Compostela, Spain Abstract Students who complete their Obligatory Secondary Education Studies should have acquired an intermediate level of both oral and written English as well as some knowledge of grammar and vocabulary. Moreover, they should have obtained a good level of English pronunciation to interact and communicate efficiently. However, is that really so? The following study aims at identifying the role that pronunciation currently plays in the last year of Obligatory Secondary Education in Spain from the perspective of EFL students. In order to do so, 138 students were asked to fill out a 51-item questionnaire that included questions on aspects such as error correction, EFL textbooks, their attitudes towards pronunciation, the frequency and format of pronunciation exercises or their main difficulties and preferences regarding the learning of segmental and suprasegmental features. The results obtained indicate that, although they believe that pronunciation is an important language area to acquire and develop, they consider that it has an inferior role in their EFL classes and teaching materials. Key words: teaching pronunciation, obligatory secondary education 1. Introduction English pronunciation is one of the most difficult skills to acquire and develop (Martínez, Usó and Alcón 2006). Consequently, it is not surprising that Spanish students of English tend to have serious problems with English pronunciation (Alcaraz and Moody, 1999; Martínez, Usó and Alcón, 2006), especially due the lack of many similarities between the phonological systems of both languages. Hence, it would be feasible to say that pronunciation should be emphasized in English as a Foreign Language (EFL) classes in Spain. In fact, in the last years, thanks to the Common European Framework of Reference of Languages, speaking (and thus, pronunciation) is expected to be integrated within other language areas and to receive as much attention as the remaining skills. However, this paper will take into consideration the opinions of EFL students regarding these issues. Therefore, it aims at identifying the role that pronunciation currently plays in the last year of Obligatory Secondary Education according to the views of 138 students on aspects such as whether enough time is devoted to pronunciation in their EFL classes, the frequency with which they carry out pronunciation exercises or exams, etc. It is part of a larger project that also involves the perspectives of students of