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Fosilleşmiş Ünsüzlerin Bilgisayar Destekli ve Animasyonlu Malzemelerle Rehabilitasyonu

Year 2019, Volume: 34 Issue: 2, 460 - 472, 30.04.2019

Abstract

Etkili
ve verimli bir iletişim için çok önemli bir unsur olarak kabul edilmesine rağmen,
yabancı dil eğitiminde hakim olan diğer unsurlardan dolayı telaffuz becerisi üzerinde
çok fazla durulmamaktadır. Ancak, günümüzde başarılı bir iletişim ve uluslararası
anlaşılabilirlik için doğru telaffuza sahip olmanın gerekliliği hususunda yabancı
dil öğrencileri arasında giderek artan bir bilinç ve ihtiyaç olduğu görülmektedir.
Bu bağlamda, ünsüz seslerdeki fosilleşmiş telaffuzlar, anlaşılabilirliğe engel olmakta
ve konuşmanın kalitesini ciddi biçimde bozmaktadır. Benzer sorunlara çözüm olmak
üzere yürütülen bu çalışma, geleneksel yöntemler kullanmak yerine fosilleşmiş ünsüzleri
düzeltmek için önemli bir destek olarak bilgisayar destekli ve animasyon içerikli
bir model sunmaktadır. Bu yarı-deneysel çalışma, lisans düzeyinde Erasmus öğrencilerini
içeren deney (n=19) ve kontrol (n=18) grubunun yer aldığı ön test-son test araştırma
desenine sahiptir. Toplam 5 haftalık bir uygulamanın sürecinin ardından, katılımcıların
normal ve fosilleşmiş ünsüzleri kullanımları test edilmiştir. Araştırmanın sonuçlarına
göre, deney ve kontrol grubu arasında anlamlı bir fark bulunmuştur; diğer bir deyişle,
bilgisayar destekli ve animasyon içerikli modelin kullanıldığı deney grubu, yalnızca
geleneksel yöntemin kullanıldığı kontrol grubundan çok daha fazla başarılı olmuştur.

References

  • AbuSeileek, A. F. (2007). Computer-assisted pronunciation instruction as an effective means for teaching stress. The JALT CALL Journal, 3, 3-14. [Available online at: http://www. jaltcall.org/journal /articles/3_1&2_AbuSeileek.pdf], Retrieved on November 29, 2016.
  • Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology, 61,53-60.
  • Baker, A. (1981). Ship or Sheep?: An intermediate pronunciation course. Cambridge: Cambridge University Press.
  • Baker, A. (1986). Introducing English pronunciation: Tree or Three. Cambridge: Cambridge University Press.
  • Baker, A. and Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 282, 29-5.
  • Busà, M. G. (2008). New perspectives in teaching pronunciation. [Available online at: www.openstarts. units.it/dspace/bitstream/10077/2850/1/busà.pdf], Retrieved on November 29, 2016.
  • Carruthers, S. W. (2007). Articulatory training on facial movements using the webcam pronunciation mirror: A pilot study. TESOL Working Paper Series, 51, 3-18.
  • Celce-Murcia, M., Brinton D.M., Goodwin, J.M. and Griner, B. (2010). Teaching Pronunciation: A course book and reference guide (2nd ed.). Cambridge: Cambridge University Press.
  • Çelik, M. (2008). A description of Turkish-English phonology for teaching English in Turkey. Journal of Theory and Practice in Education, 41, 159-174.
  • Demirezen, M. (2004). İngilizcenin peltek-d eth sesbiriminin Türkler için çıkardığı sesletim sorunları ve çözümler. Çankaya University, Journal of Arts and Sciences, 1, 7-22.
  • Demirezen, M. (2005). Palatalization in English: An articulation problem for Turkish teacher trainees. Journal of Language and Linguistic Studies, 11, 43-52.
  • Demirezen, M. (2007a). A model to rehabilitate a fossilized pronunciation error of Turkish English language teachers: the English consonant phoneme /ŋ/ wrongly articulated as /ŋk/ through nasal devoicing. Journal of Language and Linguistic Studies, 32, 289-303.
  • Demirezen, M. (2007b). The / æ / and /ә / contrast as a case of fossilized pronunciation error for Turkish English teachers. Journal of Language and Linguistic Studies, 31, 83-97.
  • Demirezen, M. (2008). The /æ/ and /˄/ phonemes as fossilized pronunciation errors for Turkish English language teachers and students: Undoing the fossilized pronunciation. Journal of Language and Linguistic Studies, 42, 73-82.
  • Demirezen, M. (2010a). The causes of the schwa as a fossilized pronunciation problem for Turks. Procedia Social and Behavioural Sciences, 2, 567-1571.
  • Demirezen, M. (2010b). The principles and applications of the Audio-lingual pronunciation rehabilitation model in foreign language teacher education. Journal of Language and Linguistic Studies, 62, 127-148.
  • Demirezen, M. (2010c). The order of consonant fossilization of the English language consonants for Turkish English teachers and students. E-proceedings of the International Online Language Conference IOLC, 377-385.
  • Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25, 37-64.
  • Engwall, O. & Bälter, O. (2008). Pronunciation feedback from real and virtual language teachers, Computer Assisted Language Learning, 20, 235-262.
  • Gömleksiz, M. N.( 2004). Use of education technology in English classes. TOJET: The Turkish Online Journal of Educational Technology, 32, 71-77.
  • Hincks, R. & Edlund, J. (2009). Promoting increased pitch variation in oral presentations with transient visual feedback. Language Learning and Technology, 133, 32-50.
  • Hismanoglu, M. (2006). Current perspectives on pronunciation learning and teaching. Journal of Language and Linguistic Studies, 21, 101-110.
  • Hismanoglu, M. (2009). The pronunciation of the inter-dental sounds of English: An articulation problem for Turkish learners of English and solutions. Procedia Social and Behavioural Sciences, 1, 1697-1703.
  • Hismanoglu, M. & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: Traditional or modern? Procedia Social and Behavioural Sciences, 2, 983-989.
  • Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 231, 83-103.
  • Jones, R. H. (1997). Beyond “listen and repeat”: Pronunciation teaching materials and theories of second language acquisition. System, 251, 103-112.
  • Kendrick, H. (1997). Keep them talking! A project for improving students’ L2 pronunciation. System, 254, 545-560.
  • Kenworthy, J. (1987). Teaching English pronunciation. London: Longman.
  • Levis, J. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202.
  • Levis, J. & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32, 505–524.
  • Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 412, 374-389.
  • Milovanov, R., Pietila, P., Tervaniemi, M. & Esquef, P. A. A. (2010). Foreign language pronunciation skills and musical aptitude: A study of Finnish adults with higher education. Learning and Individual Differences, 20, 56-60.
  • Munro, M. J. & Derwing, M. T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520-531.
  • O’Connor, J. D. (1981). Better English pronunciation. Cambridge: Cambridge University Press.
  • Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: promise, limitations, directions. Computer Assisted Language Learning, 125, 427–440.
  • Pujolà, J. (2001). Did CALL feedback feed back? Researching learners’ use of feedback. ReCALL, 131, 79–98.
  • Rau, D. V., Chang, H. H. A. & Tarone, E. E. (2009). Think or sink: Chinese learners’ acquisition of the English voiceless inter-dental fricative. Language Learning, 593, 581-621.
  • Saran, M & Seferoğlu, G. (2010). Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi H. U. Journal of Education, 38, 252-266.
  • Şimşek, A. (2008). Bilgisayar destekli İngilizce Telaffuz Materyalinin Tasarımı, uygulanması ve Değerlendirilmesi. Unpublished master thesis, Karadeniz Technical University, Trabzon, Turkey.
  • Strik, H., Truong, K., De Wet, F. & Cucchiarini, C. (2009). Comparing different approaches for automatic pronunciation error detection. Speech Communication, 51, 845–852.
  • Thomson, R. I. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28, 744-765.
  • Tominaga, Y. (2009). An analysis of successful pronunciation learners: In search of effective factors in pronunciation teaching. Journal of pan-Pacific Association of Applied Linguistics, 131, 127-140.
  • Trofimovich, P. & Gatbonton, E. (2006). Repetition and focus on form in processing L2 Spanish words: implications for pronunciation instruction. The Modern Language Journal, 90, 519-535.
  • Tsai, P. H. (2006). Bridging pedagogy and technology: User evaluation of pronunciation oriented CALL software. Australasian Journal of Educational Technology, 22, 375-397.
  • Usbem Online English Master Pronunciation, (2012) [Available online at http://www.usbem.com/en/academic-us/ellit-products/master-pronunciation], Retrieved on November 29, 2016.
  • Warren, P., Elgort, I., & Crabbe, D. (2009). Comprehensibility and prosody ratings for pronunciation software development. Language Learning & Technology, 13, 87-102.
  • Witt, S. & Young, S. (1997). Computer assisted pronunciation teaching based on automatic speech recognition. Cambridge University Engineering Department. [Available online at http://mi.eng.cam.ac.uk /reports/svr-ftp/auto-pdf/witt_ltlt97.pdf], Retrieved on November 29, 2016.

Rehabilitating Fossilized Consonants through Computer-aided and Animated Material

Year 2019, Volume: 34 Issue: 2, 460 - 472, 30.04.2019

Abstract

Although pronunciation is considered critical in successful as well as effective communication, it only receives sporadic regard due to the prevailing factors in language education. Nevertheless, there is now far greater awareness and increasing need amongst language learners regarding the necessity of possessing a good working pronunciation for a successful communication and international intelligibility. In this respect the fossilized pronunciations in the consonants interfere with and severely disrupt the quality of speech. In an attempt to rehabilitate this situation, this research, unlike the traditional one, offers a model of computer-aided and animated material (tool) to provide important assistance on correcting fossilized consonants. This quasi-experimental study involves a pre-posttest design with both an experimental group and a control group composed of 19 and 18 undergraduate Erasmus students respectively. Following a five-week’s treatment, the subjects were tested on general and fossilized consonants. The results indicate that there is a significant difference between the experimental and the control group, meaning that the treatment group which received the computer-aided and animated material far outperformed the control group which received only traditional method.

References

  • AbuSeileek, A. F. (2007). Computer-assisted pronunciation instruction as an effective means for teaching stress. The JALT CALL Journal, 3, 3-14. [Available online at: http://www. jaltcall.org/journal /articles/3_1&2_AbuSeileek.pdf], Retrieved on November 29, 2016.
  • Akbulut, Y. (2007). Variables predicting foreign language reading comprehension and vocabulary acquisition in a linear hypermedia environment. The Turkish Online Journal of Educational Technology, 61,53-60.
  • Baker, A. (1981). Ship or Sheep?: An intermediate pronunciation course. Cambridge: Cambridge University Press.
  • Baker, A. (1986). Introducing English pronunciation: Tree or Three. Cambridge: Cambridge University Press.
  • Baker, A. and Murphy, J. (2011). Knowledge base of pronunciation teaching: Staking out the territory. TESL Canada Journal, 282, 29-5.
  • Busà, M. G. (2008). New perspectives in teaching pronunciation. [Available online at: www.openstarts. units.it/dspace/bitstream/10077/2850/1/busà.pdf], Retrieved on November 29, 2016.
  • Carruthers, S. W. (2007). Articulatory training on facial movements using the webcam pronunciation mirror: A pilot study. TESOL Working Paper Series, 51, 3-18.
  • Celce-Murcia, M., Brinton D.M., Goodwin, J.M. and Griner, B. (2010). Teaching Pronunciation: A course book and reference guide (2nd ed.). Cambridge: Cambridge University Press.
  • Çelik, M. (2008). A description of Turkish-English phonology for teaching English in Turkey. Journal of Theory and Practice in Education, 41, 159-174.
  • Demirezen, M. (2004). İngilizcenin peltek-d eth sesbiriminin Türkler için çıkardığı sesletim sorunları ve çözümler. Çankaya University, Journal of Arts and Sciences, 1, 7-22.
  • Demirezen, M. (2005). Palatalization in English: An articulation problem for Turkish teacher trainees. Journal of Language and Linguistic Studies, 11, 43-52.
  • Demirezen, M. (2007a). A model to rehabilitate a fossilized pronunciation error of Turkish English language teachers: the English consonant phoneme /ŋ/ wrongly articulated as /ŋk/ through nasal devoicing. Journal of Language and Linguistic Studies, 32, 289-303.
  • Demirezen, M. (2007b). The / æ / and /ә / contrast as a case of fossilized pronunciation error for Turkish English teachers. Journal of Language and Linguistic Studies, 31, 83-97.
  • Demirezen, M. (2008). The /æ/ and /˄/ phonemes as fossilized pronunciation errors for Turkish English language teachers and students: Undoing the fossilized pronunciation. Journal of Language and Linguistic Studies, 42, 73-82.
  • Demirezen, M. (2010a). The causes of the schwa as a fossilized pronunciation problem for Turks. Procedia Social and Behavioural Sciences, 2, 567-1571.
  • Demirezen, M. (2010b). The principles and applications of the Audio-lingual pronunciation rehabilitation model in foreign language teacher education. Journal of Language and Linguistic Studies, 62, 127-148.
  • Demirezen, M. (2010c). The order of consonant fossilization of the English language consonants for Turkish English teachers and students. E-proceedings of the International Online Language Conference IOLC, 377-385.
  • Engwall, O. (2012). Analysis of and feedback on phonetic features in pronunciation training with a virtual teacher. Computer Assisted Language Learning, 25, 37-64.
  • Engwall, O. & Bälter, O. (2008). Pronunciation feedback from real and virtual language teachers, Computer Assisted Language Learning, 20, 235-262.
  • Gömleksiz, M. N.( 2004). Use of education technology in English classes. TOJET: The Turkish Online Journal of Educational Technology, 32, 71-77.
  • Hincks, R. & Edlund, J. (2009). Promoting increased pitch variation in oral presentations with transient visual feedback. Language Learning and Technology, 133, 32-50.
  • Hismanoglu, M. (2006). Current perspectives on pronunciation learning and teaching. Journal of Language and Linguistic Studies, 21, 101-110.
  • Hismanoglu, M. (2009). The pronunciation of the inter-dental sounds of English: An articulation problem for Turkish learners of English and solutions. Procedia Social and Behavioural Sciences, 1, 1697-1703.
  • Hismanoglu, M. & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: Traditional or modern? Procedia Social and Behavioural Sciences, 2, 983-989.
  • Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 231, 83-103.
  • Jones, R. H. (1997). Beyond “listen and repeat”: Pronunciation teaching materials and theories of second language acquisition. System, 251, 103-112.
  • Kendrick, H. (1997). Keep them talking! A project for improving students’ L2 pronunciation. System, 254, 545-560.
  • Kenworthy, J. (1987). Teaching English pronunciation. London: Longman.
  • Levis, J. (2007). Computer technology in teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202.
  • Levis, J. & Pickering, L. (2004). Teaching intonation in discourse using speech visualization technology. System, 32, 505–524.
  • Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 412, 374-389.
  • Milovanov, R., Pietila, P., Tervaniemi, M. & Esquef, P. A. A. (2010). Foreign language pronunciation skills and musical aptitude: A study of Finnish adults with higher education. Learning and Individual Differences, 20, 56-60.
  • Munro, M. J. & Derwing, M. T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520-531.
  • O’Connor, J. D. (1981). Better English pronunciation. Cambridge: Cambridge University Press.
  • Pennington, M. C. (1999). Computer-aided pronunciation pedagogy: promise, limitations, directions. Computer Assisted Language Learning, 125, 427–440.
  • Pujolà, J. (2001). Did CALL feedback feed back? Researching learners’ use of feedback. ReCALL, 131, 79–98.
  • Rau, D. V., Chang, H. H. A. & Tarone, E. E. (2009). Think or sink: Chinese learners’ acquisition of the English voiceless inter-dental fricative. Language Learning, 593, 581-621.
  • Saran, M & Seferoğlu, G. (2010). Supporting foreign language vocabulary learning through multimedia messages via mobile phones. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi H. U. Journal of Education, 38, 252-266.
  • Şimşek, A. (2008). Bilgisayar destekli İngilizce Telaffuz Materyalinin Tasarımı, uygulanması ve Değerlendirilmesi. Unpublished master thesis, Karadeniz Technical University, Trabzon, Turkey.
  • Strik, H., Truong, K., De Wet, F. & Cucchiarini, C. (2009). Comparing different approaches for automatic pronunciation error detection. Speech Communication, 51, 845–852.
  • Thomson, R. I. (2011). Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation. CALICO Journal, 28, 744-765.
  • Tominaga, Y. (2009). An analysis of successful pronunciation learners: In search of effective factors in pronunciation teaching. Journal of pan-Pacific Association of Applied Linguistics, 131, 127-140.
  • Trofimovich, P. & Gatbonton, E. (2006). Repetition and focus on form in processing L2 Spanish words: implications for pronunciation instruction. The Modern Language Journal, 90, 519-535.
  • Tsai, P. H. (2006). Bridging pedagogy and technology: User evaluation of pronunciation oriented CALL software. Australasian Journal of Educational Technology, 22, 375-397.
  • Usbem Online English Master Pronunciation, (2012) [Available online at http://www.usbem.com/en/academic-us/ellit-products/master-pronunciation], Retrieved on November 29, 2016.
  • Warren, P., Elgort, I., & Crabbe, D. (2009). Comprehensibility and prosody ratings for pronunciation software development. Language Learning & Technology, 13, 87-102.
  • Witt, S. & Young, S. (1997). Computer assisted pronunciation teaching based on automatic speech recognition. Cambridge University Engineering Department. [Available online at http://mi.eng.cam.ac.uk /reports/svr-ftp/auto-pdf/witt_ltlt97.pdf], Retrieved on November 29, 2016.
There are 47 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mustafa Naci Kayaoğlu 0000-0001-8630-4803

Publication Date April 30, 2019
Published in Issue Year 2019 Volume: 34 Issue: 2

Cite

APA Kayaoğlu, M. N. (2019). Fosilleşmiş Ünsüzlerin Bilgisayar Destekli ve Animasyonlu Malzemelerle Rehabilitasyonu. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 460-472.