Research Article
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Üniversite Hazırlık Öğrencileri İçin İngilizce Telaffuz Öğretimi: Bir İhtiyaç Analizi Çalışması

Year 2021, Volume: 29 Issue: 3, 550 - 558, 01.09.2021
https://doi.org/10.24106/kefdergi.763949

Abstract

Gelişmekte olan teknolojinin ve kaynaşık küresel dünyanın sonucu olarak yabancı dilde iletişim kurabilmek çok önemli hale gelmiştir. Bunun için de yabancı dil öğrenen bireyin dil eğitimindeki ana (dinleme, konuşma, okuma ve yazma) ve alt (dilbilgisi, kelime ve telaffuz) becerileri edinebilmesi oldukça önemli hale gelmektedir. Tüm bu beceriler içerisinden telaffuz becerisine diğer beceriler kadar önem verilmediği anlaşılmaktadır. Bu yüzden bu araştırmanın amacı; bir üniversitenin hazırlık öğrencilerinin yabancı dil öğretiminde telaffuz becerisiyle ilgili görüşlerini ve ihtiyaçlarını belirlemektir. Araştırma yöntemi olarak ise nitel araştırma yöntemlerinden durum çalışması modeli kullanılmış olup, öğrencilerin telaffuz becerisine yönelik düşünceleri ve ihtiyaçları araştırılması gereken bir durum olarak ele alınmıştır. Bu kapsamda araştırmacı tarafından hazırlanmış olan açık uçlu sorular yardımıyla 213 öğrenciden araştırmanın verileri toplanmıştır ve elde edilen veriler içerik analizi yöntemiyle incelenmiştir. Araştırma sonucunda öğrencilerin telaffuz becerisi ile ilgili önemli sorunlarının olduğu ve telaffuz becerisi ile ilgili birtakım ögeleri bilmedikleri ve bu beceriyi dil öğrenme açısından oldukça önemli buldukları ortaya çıkarılmıştır.

References

  • Akıncı, E. Ü. (2015). A Comparison of Students’ and Academicians’ Perceptions on English Pronunciation Learning at Tertiary Level. Masters Thesis. Erzurum: Atatürk University.
  • Aydogan, H. ve Akbarov, A. A. (2014). The Four Basic Language Skills, Whole Language ve Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672-680. doi: 10.5901/mjss.2014.v5n9p672
  • Bekleyen, N. (2011). Pronuncıatıon Problems of the Turkısh Efl Learners. Electronic Journal of Social Sciences, 10(36), 95-107. Erişim adresi: http: https://dergipark.org.tr/tr/download/article-file/70268
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. (5. Baskı). Ankara: Pegem A Yayıncılık.
  • Breitkreutz, J., Derwing, T. M. ve Rossiter, M. J. (2002). Pronunciation teaching practices in Canada. TESL Canada Journal, 19, 51-61. Erişim adresi: https://teslcanadajournal.ca/tesl/index.php/tesl/article/view/919/738
  • Burgess, J. ve Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215. doi: 10.1016/S0346-251X(00)00007-5
  • Cagıltay, K., Saran, M. ve Seferoglu, G. (2009). Mobile assisted language learning: English pronunciation at learners' fingertips. Eurasian Journal of Educational Research, 34, 97- 114.
  • Çakır, İ. ve Baytar, B. (2014). Foreign language learners’ views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies, 10(1), 99-110. Erişim adresi: https://www.jlls.org/index.php/jlls/article/view/185/167
  • Carey, M. (2002). An L1 Specific CALL Pedagogy for the Instruction of Pronunciation with Korean Learners of English. Unpublished Phd Dissertation, Macquarie: Macquarie University.
  • Celce-Murcia, M. (1983). Teaching Pronunciation Communicatively. MEXTESOL Journal, 7(1), 10 – 25. Erişim adresi: https://files.eric.ed.gov/fulltext/ED234602.pdf
  • Celce-Murcia, M., Brinton, D. M., Goodwin, J. M. ve Griner, B. (2010). Teaching pronunciation: A reference for teachers of English to speakers of other languages. (2nd ed.). Cambridge: Cambridge University Press.
  • Celik, M. (2008). A description of Turkish-English phonology for teaching English in Turkey. Journal of Theory and Practice in Education, 4(1), 159-174. Erişim adresi: https://files.eric.ed.gov/fulltext/ED502019.pdf
  • Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press
  • Demirezen, M. (2010). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia Social and Behavioral Sciences, 2, 1567-1571. doi: 10.1016/j.sbspro.2010.03.237
  • Derwing, T.M. ve M.J. Munro. (2005). Second language accent and pronunciation teaching: a research based approach. TESOL Quarterly. 39(3), 379–397. Erişim adresi: https: //www.jstor.org/stable/pdf/3588486.pdf?refreqid=excelsior%3A7948e07ab5682478d3ab372f62820080
  • Derwing, T. M., ve Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30, 155-166. doi: 10.1016/S0346-251X(02)00012-X
  • Derwing, T. M., Diepenbroek, L. G. ve Foote, C. A. (2012). How Well do General-Skills ESL Textbooks Address Pronunciation?. Tesl Canada Journal, 30(1), 22-44. Erişim adresi: https://teslcanadajournal.ca/index.php/tesl/article/view/1124/943
  • Elliot, A. R. (1995). Field independence/dependence, hemispheric specialization, and attitude in relation to pronunciation accuracy in Spanish as a foreign language. The Modern Language Journal, 79(iii), 356-371. doi: 10.1111/j.1540-4781.1995.tb01112.x
  • Gilakjhani, A. P. ve Ahmadi, M. R. (2011). Why is Pronunciation So Difficult to Learn?. English Language Teaching, 4(3), 74-83. doi:10.5539/elt.v4n3p74
  • Gilbert, J. (2010). Pronunciation as orphan: what can be done? SpeakOut. The newsletter of the IATEFL pronunciation special interest group 43, 3–7. Erişim adresi: https://www.tesol.org/docs/default-source/new-resource-library/pronunciation-as-orphan-what-we-can-do-about-it-.pdf?sfvrsn=0
  • Goh, C. C. M. ve Burns, A. (2012). Teaching speaking: a holistic approach. New York: Cambrige Press.
  • Hinofotis F. ve Bailey, K. M. (1980). American Undergraduate’ Reaction to the Communication Skills of Foreign Teaching Assistants. TESOL 80: Building Bridges: Research and Practice in TESL. Erişim adresi: http://works.bepress.com/kathleen_bailey/41/
  • Hismanoglu, M. (2012). Teaching word stress to Turkish EFL learners through internet-based video lessons. US-China Education Review, 1, 26-40. Erişim adresi: https://pdfs.semanticscholar.org/a21e/a7206571a83796e2635676d8421e0d25e00d.pdf
  • Isaacs, T. (2008). Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non – native English-speaking Graduate Students. Canadian Modern Language Review, 64(4), 555-580. doi: 10.1353/cml.0.0002
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
  • Kirkpatrick, A. (2007) World Englishes: implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Khaghaninejad, M. S. ve Maleki, A. (2015). The effect of explicit pronunciation instruction on listening comprehension: Evidence from Iranian English learners. Theory and Practice in Language Studies, 5(6), 1249-1256. doi: 10.17507/tpls.0506.18
  • Lee, J., Jang, J. ve Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366. doi: 10.1093/applin/amu040
  • MacDonald, S. (2002). Pronunciation: views and practices of reluctant teachers. Prospect, 17(3), 3–18. Erişim adresi: https://www.researchgate.net/publication/285517759_Pronunciation-views_and _practices_of_reluctant_teachers
  • Miles, M. B., ve Huberman, A. M. (1994). Qualitative Data Analysis. (2nd ed.). Thousand Oaks, CA: Sage.
  • Moedjito. (2016). The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students. English Language Teaching, 9(6), 30-41. Erişim adresi: http://www.ccsenet.org/journal/index.php/elt/article/view/59572
  • Munro, M. J. ve Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility inthe speech of second language learners. Language Learning, 45(1), 73-97. doi: 10.1111/j.1467-1770.1995.tb00963.x.
  • Pica, T. (1984). Pronunciation Activities with an Accent on Communication. English Teaching Forum, 22(3), 2-6.
  • Piske, T., MacKay, I. R. A. ve Flege, J. E. (2001). Factors a4ecting degree of foreign accent in an l2: a review. Journal of Phonetics, 29, 191-215. doi: 10.006/jpho.2001.0134
  • Saito, K. ve Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ by Japanese learners of English. Language Learning, 62(2): 595-683. doi: 10.1111/j.1467-9922.2011.00639.x
  • Setter, J. ve Jenkins, J. (2005). Pronunciation. Language Teaching, 38, 1-17. doi: 10.1017/S026144480500251X.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
  • Warren, P., Elgort, I. ve Crabbe, D. (2009). Comprehensibility and prosody ratings for pronunciation software development. Language Learning and Technology, 13(3), 87-102. Erişim adresi: https://scholarspace.manoa.hawaii.edu/bitstream/10125/44193/1/13_03_warrenelgortcrabbe.pdf

Teaching English Pronunciation to Prep-Class Students: A Needs Analysis Study

Year 2021, Volume: 29 Issue: 3, 550 - 558, 01.09.2021
https://doi.org/10.24106/kefdergi.763949

Abstract

In the 21st century, learning a foreign language and being able to communicate in that language has become a very important
competence. Therefore, it becomes very important for an individual who learns a foreign language to acquire the main skills
(listening, speaking, reading, and writing) and sub-skills (grammar, vocabulary, and pronunciation) in language education, but
it is also clear that not much importance is given to pronunciation skill compared to other skills. Thus, the purpose of the
research wasto find out the opinions of the prep-class university students regarding their foreign language pronunciation skills,
and to analyze their needs related to teaching pronunciation skills, and to use the research as a needs analysis of the curriculum
design that will be prepared following the current study. The study was designated according to qualitative research methods,
and the case study model was applied. The research data was collected from 213 students through the form consisting of five
open-ended questions prepared by the researcher, and the data obtained were analyzed by the content analysis method. As a
result of the research, it was determined that the students have some important problems with pronunciation skills and that
they find this skill highly important in terms of language learning.

References

  • Akıncı, E. Ü. (2015). A Comparison of Students’ and Academicians’ Perceptions on English Pronunciation Learning at Tertiary Level. Masters Thesis. Erzurum: Atatürk University.
  • Aydogan, H. ve Akbarov, A. A. (2014). The Four Basic Language Skills, Whole Language ve Intergrated Skill Approach in Mainstream University Classrooms in Turkey. Mediterranean Journal of Social Sciences, 5(9), 672-680. doi: 10.5901/mjss.2014.v5n9p672
  • Bekleyen, N. (2011). Pronuncıatıon Problems of the Turkısh Efl Learners. Electronic Journal of Social Sciences, 10(36), 95-107. Erişim adresi: http: https://dergipark.org.tr/tr/download/article-file/70268
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. (5. Baskı). Ankara: Pegem A Yayıncılık.
  • Breitkreutz, J., Derwing, T. M. ve Rossiter, M. J. (2002). Pronunciation teaching practices in Canada. TESL Canada Journal, 19, 51-61. Erişim adresi: https://teslcanadajournal.ca/tesl/index.php/tesl/article/view/919/738
  • Burgess, J. ve Spencer, S. (2000). Phonology and pronunciation in integrated language teaching and teacher education. System, 28, 191-215. doi: 10.1016/S0346-251X(00)00007-5
  • Cagıltay, K., Saran, M. ve Seferoglu, G. (2009). Mobile assisted language learning: English pronunciation at learners' fingertips. Eurasian Journal of Educational Research, 34, 97- 114.
  • Çakır, İ. ve Baytar, B. (2014). Foreign language learners’ views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies, 10(1), 99-110. Erişim adresi: https://www.jlls.org/index.php/jlls/article/view/185/167
  • Carey, M. (2002). An L1 Specific CALL Pedagogy for the Instruction of Pronunciation with Korean Learners of English. Unpublished Phd Dissertation, Macquarie: Macquarie University.
  • Celce-Murcia, M. (1983). Teaching Pronunciation Communicatively. MEXTESOL Journal, 7(1), 10 – 25. Erişim adresi: https://files.eric.ed.gov/fulltext/ED234602.pdf
  • Celce-Murcia, M., Brinton, D. M., Goodwin, J. M. ve Griner, B. (2010). Teaching pronunciation: A reference for teachers of English to speakers of other languages. (2nd ed.). Cambridge: Cambridge University Press.
  • Celik, M. (2008). A description of Turkish-English phonology for teaching English in Turkey. Journal of Theory and Practice in Education, 4(1), 159-174. Erişim adresi: https://files.eric.ed.gov/fulltext/ED502019.pdf
  • Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press
  • Demirezen, M. (2010). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia Social and Behavioral Sciences, 2, 1567-1571. doi: 10.1016/j.sbspro.2010.03.237
  • Derwing, T.M. ve M.J. Munro. (2005). Second language accent and pronunciation teaching: a research based approach. TESOL Quarterly. 39(3), 379–397. Erişim adresi: https: //www.jstor.org/stable/pdf/3588486.pdf?refreqid=excelsior%3A7948e07ab5682478d3ab372f62820080
  • Derwing, T. M., ve Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30, 155-166. doi: 10.1016/S0346-251X(02)00012-X
  • Derwing, T. M., Diepenbroek, L. G. ve Foote, C. A. (2012). How Well do General-Skills ESL Textbooks Address Pronunciation?. Tesl Canada Journal, 30(1), 22-44. Erişim adresi: https://teslcanadajournal.ca/index.php/tesl/article/view/1124/943
  • Elliot, A. R. (1995). Field independence/dependence, hemispheric specialization, and attitude in relation to pronunciation accuracy in Spanish as a foreign language. The Modern Language Journal, 79(iii), 356-371. doi: 10.1111/j.1540-4781.1995.tb01112.x
  • Gilakjhani, A. P. ve Ahmadi, M. R. (2011). Why is Pronunciation So Difficult to Learn?. English Language Teaching, 4(3), 74-83. doi:10.5539/elt.v4n3p74
  • Gilbert, J. (2010). Pronunciation as orphan: what can be done? SpeakOut. The newsletter of the IATEFL pronunciation special interest group 43, 3–7. Erişim adresi: https://www.tesol.org/docs/default-source/new-resource-library/pronunciation-as-orphan-what-we-can-do-about-it-.pdf?sfvrsn=0
  • Goh, C. C. M. ve Burns, A. (2012). Teaching speaking: a holistic approach. New York: Cambrige Press.
  • Hinofotis F. ve Bailey, K. M. (1980). American Undergraduate’ Reaction to the Communication Skills of Foreign Teaching Assistants. TESOL 80: Building Bridges: Research and Practice in TESL. Erişim adresi: http://works.bepress.com/kathleen_bailey/41/
  • Hismanoglu, M. (2012). Teaching word stress to Turkish EFL learners through internet-based video lessons. US-China Education Review, 1, 26-40. Erişim adresi: https://pdfs.semanticscholar.org/a21e/a7206571a83796e2635676d8421e0d25e00d.pdf
  • Isaacs, T. (2008). Towards Defining a Valid Assessment Criterion of Pronunciation Proficiency in Non – native English-speaking Graduate Students. Canadian Modern Language Review, 64(4), 555-580. doi: 10.1353/cml.0.0002
  • Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
  • Kirkpatrick, A. (2007) World Englishes: implications for international communication and English language teaching. Cambridge: Cambridge University Press.
  • Khaghaninejad, M. S. ve Maleki, A. (2015). The effect of explicit pronunciation instruction on listening comprehension: Evidence from Iranian English learners. Theory and Practice in Language Studies, 5(6), 1249-1256. doi: 10.17507/tpls.0506.18
  • Lee, J., Jang, J. ve Plonsky, L. (2015). The effectiveness of second language pronunciation instruction: A meta-analysis. Applied Linguistics, 36(3), 345-366. doi: 10.1093/applin/amu040
  • MacDonald, S. (2002). Pronunciation: views and practices of reluctant teachers. Prospect, 17(3), 3–18. Erişim adresi: https://www.researchgate.net/publication/285517759_Pronunciation-views_and _practices_of_reluctant_teachers
  • Miles, M. B., ve Huberman, A. M. (1994). Qualitative Data Analysis. (2nd ed.). Thousand Oaks, CA: Sage.
  • Moedjito. (2016). The Teaching of English Pronunciation: Perceptions of Indonesian School Teachers and University Students. English Language Teaching, 9(6), 30-41. Erişim adresi: http://www.ccsenet.org/journal/index.php/elt/article/view/59572
  • Munro, M. J. ve Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility inthe speech of second language learners. Language Learning, 45(1), 73-97. doi: 10.1111/j.1467-1770.1995.tb00963.x.
  • Pica, T. (1984). Pronunciation Activities with an Accent on Communication. English Teaching Forum, 22(3), 2-6.
  • Piske, T., MacKay, I. R. A. ve Flege, J. E. (2001). Factors a4ecting degree of foreign accent in an l2: a review. Journal of Phonetics, 29, 191-215. doi: 10.006/jpho.2001.0134
  • Saito, K. ve Lyster, R. (2012a). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /r/ by Japanese learners of English. Language Learning, 62(2): 595-683. doi: 10.1111/j.1467-9922.2011.00639.x
  • Setter, J. ve Jenkins, J. (2005). Pronunciation. Language Teaching, 38, 1-17. doi: 10.1017/S026144480500251X.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınları.
  • Warren, P., Elgort, I. ve Crabbe, D. (2009). Comprehensibility and prosody ratings for pronunciation software development. Language Learning and Technology, 13(3), 87-102. Erişim adresi: https://scholarspace.manoa.hawaii.edu/bitstream/10125/44193/1/13_03_warrenelgortcrabbe.pdf
There are 38 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Ahmet Dolmacı 0000-0002-0053-9669

Abdurrahman Kılıç 0000-0002-2704-2951

Publication Date September 1, 2021
Acceptance Date November 16, 2020
Published in Issue Year 2021 Volume: 29 Issue: 3

Cite

APA Dolmacı, A., & Kılıç, A. (2021). Teaching English Pronunciation to Prep-Class Students: A Needs Analysis Study. Kastamonu Education Journal, 29(3), 550-558. https://doi.org/10.24106/kefdergi.763949

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