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İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİNİN İNGİLİZCE TELAFFUZUNA KARŞI TUTUMLARI İLE FONOLOJİK FARKINDALIKLARININ, SORUNLARININ VE ZORLUKLARININ DEĞERLENDİRİLMESİ ÜZERİNE NİTEL BİR ARAŞTIRMA

Year 2021, Volume , Issue 21, 87 - 106, 27.04.2020
https://doi.org/10.29029/busbed.816899

Abstract

Bu çalışma İngilizce Öğretmenliği adaylarının İngilizce telaffuzu ve telaffuz eğitimine karşı tutumlarını, fonolojik farkındalıklarını, İngilizce telaffuzu ile ilgili zorluk ve problemlerini araştırmayı amaçlamaktadır. Çalışmada nitel araştırma yöntemi ve yarı yapılandırılmış mülakat formu kullanılmıştır. 6 İngilizce öğretmenliği adayı katılımcı olarak çalışmada yer almıştır. Veri analizi sonuçları katılımcıların genel olarak telaffuza karşı olumlu tutum sergilediğini göstermektedir. Ayrıca, öğretmen adaylarının İngilizce telaffuzunu öğrenme sürecinde Türkçe telaffuzundan farklı olan parçasal ve vurgu, tonlama ve ritim gibi parçaüstü birimlerde ilgili birtakım zorluk ve problemleri olduğu da çalışmanın bulguları arasındadır.

References

  • Breitkreutz, J., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESLCanada journal, 19 (1), 51-61. doi: 10.18806/tesl.v19i1.919
  • Counselman, D. (2010). Improving pronunciation instruction in the second language classroom (Doctoral Dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 3436059)
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J: Merrill.
  • Derwing, T. M. (2010). Utopian goals for pronunciation teaching. Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 24-37). Ames, IA: Iowa State University. Retrieved from https://www.researchgate.net/publication/267951652/download
  • Derwing, T., & Munro, M. (2005). Second Language Accent and Pronunciation Teaching: A Research-Based Approach. TESOL Quarterly, 39(3), 379-397. doi:10.2307/3588486
  • Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra: DETYA.
  • Gilakjani, A. P. (2011). A study on the situation of pronunciation instruction in ESL/EFL classrooms. Journal of Studies in Education, 1(1), 1-15. doi: 10.5296/jse.v1i1.924
  • Gilner, L. (2006). Pronunciation instruction: A review of methods and techniques. Retrieved from https://nufs-nuas.repo.nii.ac.jp/?action=pages_view_main&active_action=repository_view_main_item_detail&item_id=277&item_no=1&page_id=13&block_id=17
  • González-Bueno, M. (1994). Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: Changes in voice onset time in initial stops/p, tk/and/b, d, g/ (Doctoral dissertation). Retrived from ProQuest Dissertations & Theses Global. (UMI No: 9504216)
  • Hebert, J. (2002). It’s not what you say, but how you say it. In Richards, J. C., & Renandya, W. (Eds.) Methodology in language teaching: An anthology of current practice (pp. 188-200). Cambridge University Press.
  • Hişmanoğlu, M., & Hişmanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: Traditional or modern. Procedia Social and Behavioral Sciences, 2, 983-989. doi: 10.1016/j.sbspro.2010.03.138
  • Madden, M., & Moore, Z. (1997). ESL students’ opinions about instruction in pronunciation. TexasPapers in Foreign Language Education, 3(1), 15–32. Retrieved from https://files.eric.ed.gov/fulltext/ED416716.pdf
  • Mehrabi, K., & Mousavinia, S. R. (2013). A Call for Teaching Pronunciation in Iranian Schools. International Journal of Academic Research in Progressive Education and Development 2(1) 454-465. Retrieved from http://www.hrmars.com/admin/pics/1684.pdf
  • Saran, M., Seferoglu, G., & Cagiltay, K. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips. Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 97-114. Retrieved from http://earsiv.cankaya.edu.tr:8080/xmlui/bitstream/handle/123456789/944/Saran,%20Murat.pdf?sequence=1
  • Smakman, D. (2016). Pronunciation: Teach or ignore? In D.Smakman & L. Willemsen (Eds.), Proceedings Van Schools tot Scriptie II. Amsterdam: VU.
  • Tlazalo Tejeda, A. C., & Basurto Santos, N. M. (2014). Pronunciation instruction and students' practice to develop their confidence in EFL oral skills. Profile Issues in Teachers Professional Development, 16(2), 151-170. doi: 10.15446/profile.v16n2.46146
  • Yates, L., & Zielinski, B. (2009). Give it a go: Teaching Pronunciation to Adults. Sydney: Macquarie University.

A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES

Year 2021, Volume , Issue 21, 87 - 106, 27.04.2020
https://doi.org/10.29029/busbed.816899

Abstract

The purpose of this study is to investigate EFL pre-service teachers’ perceptions toward English pronunciation and pronunciation teaching, their phonological awareness, difficulties and problems regarding English pronunciation. The study was conducted using qualitative research design and a semi-structured interview format. 6 EFL pre-service teachers participated in the study. The participants received pronunciaiton training before conducting semi-structured interviews. This allowed them to develop certain ideas regarding English pronunciation and its teaching. The syllabus of the instruction included the teaching of segmental and suprasegmental features of English.After pronunciation teaching procedure was completed, the qualitative data were collected through interviewing the participants. The results revealed that EFL pre-service teachers had generally positive attitudes toward pronunciation. Also, it was found that they had certain difficulties and problems in English pronunciation at the segmental level and suprasegmental level such as intonation, stress and rhythm which are different phonological patterns from Turkish pronunciation, stress and rhythm which are different phonological patterns from Turkish pronunciation.

References

  • Breitkreutz, J., Derwing, T. M., & Rossiter, M. J. (2001). Pronunciation teaching practices in Canada. TESLCanada journal, 19 (1), 51-61. doi: 10.18806/tesl.v19i1.919
  • Counselman, D. (2010). Improving pronunciation instruction in the second language classroom (Doctoral Dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 3436059)
  • Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J: Merrill.
  • Derwing, T. M. (2010). Utopian goals for pronunciation teaching. Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 24-37). Ames, IA: Iowa State University. Retrieved from https://www.researchgate.net/publication/267951652/download
  • Derwing, T., & Munro, M. (2005). Second Language Accent and Pronunciation Teaching: A Research-Based Approach. TESOL Quarterly, 39(3), 379-397. doi:10.2307/3588486
  • Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. Canberra: DETYA.
  • Gilakjani, A. P. (2011). A study on the situation of pronunciation instruction in ESL/EFL classrooms. Journal of Studies in Education, 1(1), 1-15. doi: 10.5296/jse.v1i1.924
  • Gilner, L. (2006). Pronunciation instruction: A review of methods and techniques. Retrieved from https://nufs-nuas.repo.nii.ac.jp/?action=pages_view_main&active_action=repository_view_main_item_detail&item_id=277&item_no=1&page_id=13&block_id=17
  • González-Bueno, M. (1994). Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: Changes in voice onset time in initial stops/p, tk/and/b, d, g/ (Doctoral dissertation). Retrived from ProQuest Dissertations & Theses Global. (UMI No: 9504216)
  • Hebert, J. (2002). It’s not what you say, but how you say it. In Richards, J. C., & Renandya, W. (Eds.) Methodology in language teaching: An anthology of current practice (pp. 188-200). Cambridge University Press.
  • Hişmanoğlu, M., & Hişmanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: Traditional or modern. Procedia Social and Behavioral Sciences, 2, 983-989. doi: 10.1016/j.sbspro.2010.03.138
  • Madden, M., & Moore, Z. (1997). ESL students’ opinions about instruction in pronunciation. TexasPapers in Foreign Language Education, 3(1), 15–32. Retrieved from https://files.eric.ed.gov/fulltext/ED416716.pdf
  • Mehrabi, K., & Mousavinia, S. R. (2013). A Call for Teaching Pronunciation in Iranian Schools. International Journal of Academic Research in Progressive Education and Development 2(1) 454-465. Retrieved from http://www.hrmars.com/admin/pics/1684.pdf
  • Saran, M., Seferoglu, G., & Cagiltay, K. (2009). Mobile Assisted Language Learning: English Pronunciation at Learners' Fingertips. Egitim Arastirmalari-Eurasian Journal of Educational Research, 34, 97-114. Retrieved from http://earsiv.cankaya.edu.tr:8080/xmlui/bitstream/handle/123456789/944/Saran,%20Murat.pdf?sequence=1
  • Smakman, D. (2016). Pronunciation: Teach or ignore? In D.Smakman & L. Willemsen (Eds.), Proceedings Van Schools tot Scriptie II. Amsterdam: VU.
  • Tlazalo Tejeda, A. C., & Basurto Santos, N. M. (2014). Pronunciation instruction and students' practice to develop their confidence in EFL oral skills. Profile Issues in Teachers Professional Development, 16(2), 151-170. doi: 10.15446/profile.v16n2.46146
  • Yates, L., & Zielinski, B. (2009). Give it a go: Teaching Pronunciation to Adults. Sydney: Macquarie University.

Details

Primary Language English
Subjects Linguistics
Journal Section Articles
Authors

Canan AKSAKALLI (Primary Author)
Atatürk üniversitesi
0000-0003-0685-0789
Türkiye


Oktay YAĞIZ
ATATÜRK ÜNİVERSİTESİ, KAZIM KARABEKİR EĞİTİM FAKÜLTESİ
0000-0001-8685-5576
Türkiye

Publication Date April 27, 2020
Published in Issue Year 2021, Volume , Issue 21

Cite

APA Aksakallı, C. & Yağız, O. (2020). A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES . Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , (21) , 87-106 . DOI: 10.29029/busbed.816899