abstract this study examined the relationship between noticing pronunciation and the improvement pronunciation by administering a 50 item story, as proficiency- test in order to investigate the effectiveness of noticing pronunciation on the improvement of pronunciation. accordingly 60 qualified students were selected and assigned to the two groups of experimental and control randomly, each group30 members. for both groups, the researcher held treatment which lasted for 5 weeks, two sessions a week, and every session lasted 45. during the experimental operation, the control group’s students received conventional methods of teaching in iran; they just worked without any explicit instruction while the experimental group’s students received an explicit instruction about pronunciation which was the target aim of the researcher. at the end of the study, the obtained scores on the pre-test and post-test were analyzed through statistical evolution procedures, and the results of data analysis showed that pronunciation focus instruction can create a new condition to enhance understanding of text and promote efl learners’ pronunciation ability and accent. key words: explicit instruction, pronunciation, efl learners.