This study investigated primary teachers’ knowledge of pronunciation instruction, and its manifestation in classroom practices in Korean EFL contexts. To this end, the questionnaire data collected from 47 teachers were quantitatively analyzed. The emerging themes from 5 teachers’ interviews were qualitatively analyzed, based on content analysis. Findings revealed that they had an appropriate knowledge base of pronunciation teaching, equipped with the better understanding of content knowledge (CK), followed by pedagogical content knowledge (PCK), and technical pedagogical content knowledge (TPACK). No statistically significant difference was found in teachers’ knowledge between males and females, and also between the 4 groups with different teaching experience. They manifested their knowledge mainly acquired from the past course lectures into classroom practices, employing controlled and free practices such as listening and repeating, shadowing, songs, chants, games, and role play, including different types of corrective feedback. Most notably, they integrated role play effectively into classroom practices to improve young learners’ pronunciation in interestprovoking and enjoyable ways.

1. INTRODUCTION
2. LITERATURE REVIEW
    2.1. ESL/EFL Teachers’ Knowledge Base
    2.2. ESL/EFL Teachers’ Knowledge of Pronunciation Teaching
    2.3. Teachers’ Knowledge Base for the Present Study
    2.4. Previous Studies on Teachers’ Knowledge About PronunciationInstruction
3. METHODOLOGY
    3.1. Participants
    3.2. Data Collection
    3.3. Data Analysis
4. RESULTS AND DISCUSSION
    4.1. Teachers’ Knowledge About Pronunciation Instruction
    4.2. Manifestation of Teachers’ Knowledge in Classroom Practices
    4.3. Discussion
5. CONCLUSION AND IMPLICATIONS

• Jiyeon Kim(Professor, Department of English Education, Teachers College, Jeju National University; 61 Iljudong-Ro, Jeju-Si, Jeju Special Self-Governing Province, 63294, Korea)