<![CDATA[Phonology and phonetics serve as an essential foundation for accumulating foundational knowledge for language learning. The two are the basis for language acquisition for students learning first and second languages. It is thus vital for language students to master phonetics and phonological aspects. Students have multivarious perceptions and attitudes toward phonology and phonetic curricula. This article incorporated qualitative research methods to critically examine Sepedi student-teachers’ perceptions and attitudes in learning phonology and phonetics at the South African higher education context, making special reference to first years at the selected University of Limpopo. Non-participatory observations and questionnaires served as the data collection instruments, whilst the accumulated data were analysed through a thematic lens. Findings revealed that Sepedi student-teachers had both positive and negative perceptions of learning phonology and phonetics instruction, although negative attitudes and difficulties were more visible in the data. Students cite limited foundational knowledge, lack of language labs and IT equipment, fewer practical activities and hybrid learning as factors that perpetuate difficulties in learning phonology and phonetics.]]>
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