Most of the students majoring in the English Language Teaching Departments, as in other foreign language departments, have difficulties in pronouncing the words correctly in Turkey. The National University Entrance Exam delivered annually does not test oral and aural competencies of the prospective English language teachers. As they are not expected to have these skills, students automatically do not focus on listening comprehension aspect of the target language, which leads them to lack one of the components of an effective communication. Although most of the students are familiar with the words in the target language, they are unable to pronounce them properly. In order to eradicate this problem, the current study provided the student teachers with extensive reading activities to find out whether the activities helped. It is a long process for foreign language teachers to cope with such "fossilized" words during language teaching process. Keeping this issue in mind, this paper mainly aims to seek response to the question of "How does extensive listening contribute to correct pronunciation of the prospective teachers of English?