1-5 Research hypotheses. 7 1-6 Significance of the study. 8 1-7 Definitions of technical terms. 8 2-1 Overview.. 11 2-2 Iranian Studies. 11 2-3 Foreign Studies. 13 2-4 Theoretical base of the study. 18 2-5Categories of Suffixes. 20 2-5-1 Non-neutral (Strong) suffixes. 21 2-5-2 Neutral suffixes. 22 2-6 Derivation in lexical morphology. 23 3-1 overview.. 29 3-2 Research questions. 29 3-3 Research design. 29 3-4 Participants. 30 3-5 Instruments. 31 3-5-1 Questionnaire. 32 3-5-2 Reliability and Validity. 32 3-6 Data collection procedures. 32 3-7 Data analysis. 33   4-1 overview.. 35 4-2 Demographic information. 35 4-3 Descriptive statistics. 36 4-3-1 The frequency of the answers to the pronunciation questions. 37 4-3-2 The frequency of the answers to the pronunciation questions based on gender 38 4-3-3 The frequency of the answers to the pronunciation questions based on academic degree. 40 4-3-4 The frequency of the answers to the pronunciation questions based on the place of teaching English. 42 4-3-5 The frequency of the answers to the pronunciation questions based on teaching experience. 44 4-4 Investigating research hypotheses by using inferential statistics. 46 4-4-1 First Hypothesis: 47 4-4-2 Second Hypothesis: 47 4-4-3 Third Hypothesis: 48 4-4-4 Fourth Hypothesis: 49 4-5 Discussion. 50 5-1 overview.. 52 5-2 Summary. 53 5-3 conclusion. 54 5-4 Implications. 55 5-5 limitations of the study. 55 5-6 Suggestions for further studies. 56 Appendix. 57 Reference. 68

List of Tables

Table 3-1 Background information about participants of the study. 30 Table 4-1 Background information about participants of the study. 36 Table 4-2 The frequency of the answers to the pronunciation questions. 37 Table 4-3 The frequency of the answers to the pronunciation questions based on gender 39 Table 4-4 The frequency of the answers to the pronunciation questions based on academic degree. 41 Table 4-5 The frequency of the answers to the pronunciation questions based on the place of teaching English. 43 Table 4-6 The frequency of the answers to the pronunciation questions based on teaching experience. 45 Table 4-7 The results obtained by applying Man-whitney U Test 47 Table 4-8 The results obtained by applying Man-whitney U Test 48 Table 4-9 The results obtained by applying Man-whitney U Test 48 Table 4-10 The results obtained by applying Kruskal–Wallis Test 49

List of Figures

Figure 3-1 Background information about participants of the study. 31 Figure 4-1 The frequency of the answers to the pronunciation questions. 38 Figure 4-2 The frequency of the answers to the pronunciation questions based on gender 40 Figure 4-3 The frequency of the answers to the pronunciation questions based on academic degree. 42 Figure 4-4 The frequency of the answers to the pronunciation questions based on the place of teaching English. 44 Figure 4-5 The frequency of the answers to the pronunciation questions based on teaching experience. 46

Abstract

Mastering pronunciation in EFL context, where direct access to native speaker is scarce, is a highly challenging objective for many language students in Iran. Derivative words more specifically, pose their own problems. There are different types of suffixes, two of which are neutral and non-neutral. This study examines the effects of the gender, experience, academic degree and the teaching place of English teachers on the pronunciation of the neutral and non-neutral suffixes. The sample included 40 Ilamian EFL teachers teaching English at different high schools and institutes. None of teachers studied in English speaking countries. They were classified into two groups male and female with B.A. and M.A. degree who taught at different schools and institutes.  To analyze data two kinds of test employed: The Man-Whitney U Test for gender, academic degree and place of