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Pre-Service English Language Teachers’ Problematic Sounds

Yıl 2020, Cilt: 4 Sayı: 7, 1 - 26, 04.12.2019

Arda Arıkan Ahmet Fatih Yılmaz

https://doi.org/10.31458/iejes.594715
Cited By: 3

Öz

Today, pronunciation is one of the least researched areas in the EFL
context. The available studies focus on learner errors and aim to generalise
the sound problems in differing contexts and L1 backgrounds. Studies reveal
that some of the learner errors are caused by the input they receive at their
learning environment. With the belief that the primary input in an EFL
classroom is the teacher, this study analysed the sound problems of senior
pre-service EFL teachers. The study was carried out in three universities in
Turkey within the bounds of accessibility. A total of 66 pre-service English
language teachers were randomly selected. “Please Call Stella” accent
elicitation text was adapted to delineate the sound problems of the language
segmentally. The analysis of the descriptive data revealed the major sound
problems conforming to the previously mentioned literature in the field.
Although the participants had completed their formal education in ELT, they
committed errors with devoicing of word-final consonants, vowel insertion,
vowel shortening, gemination and individual sounds /ɾ/, /ð/, /w/, /θ/, /ŋ/, /oʊ/,
/ə/ and /æ/. It was assumed that mother tongue interference, fossilization of
mistakes in language classrooms and non-existent sounds in L1 form the basis
for errors in pronunciation.

Anahtar Kelimeler

Sound problems Pronunciation Pre-service English teachers l1 interference error analysis

Kaynakça

  • Aktuğ, B. (2015). Common pronunciation errors of seventh grade efl learners: A case from Turkey. Unpublished MA Thesis. Ankara: Middle East Technical University.
  • Bada, E. (1993). Phonemic identifications in English: A case of interlingual transfer by adult speakers of Turkish, Japanese, and Arabic. (Doctoral dissertation) Exeter: University of Exeter.
  • Bardakci, M. (2015). Turkish efl pre-service teachers’ pronunciation problems. Educational Research and Reviews, 10(16), 2370-2378.
  • Bekleyen, N. (2011). Pronunciation problems of the turkish efl learners. Electronic Journal of Social Sciences, 10(36), 94-107.
  • Boran, G. (2005). A study on commonly mispronounced words by the efl teacher trainees at the elt department of gazi education faculty. Selcuk University Institute of Social Sciences Journal, 13, 81-90.
  • Brown, A., (1991). Functional load and the teaching of pronunciation. In A. Brown, (Ed.), Teaching English pronunciation: A book of readings. (pp. 211–224). London: Routledge.
  • Brown, H. D. (2000). Principles of language learning and teaching. White Plains, NY: Longman, Pearson, Education.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd Ed.), NY: Addison, Wesley, Longman, Inc.
  • Celce-Murcia, M. (1987). Teaching pronunciation as communication. In J. Morley, (Ed.), Current perspectives on pronunciation: Practices anchored in theory. (pp. 5-12). Washington, D. C.: TESOL.
  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of english to speakers of other languages. Cambridge: Cambridge University Press.
  • Chan, A. Y. (2010). Advanced cantonese esl learners' production of english speech sounds: problems and strategies. System, 38(2), 316-328.
  • Collins, B., & Mees, I. (2003). The phonetics of english and dutch. Leiden: Brill.
  • Demirezen, M. (1987). Articulatory phonetics and the principles of sound production. Ankara: Yargı Publications.
  • Demirezen, M. (2003). İngilizcenin theta sesbirimin (peltek-t) türkler için çıkardığı sesletim sorunları. Dil Dergisi, (120), 57-71.
  • Demirezen, M. (2005a). Rehabilitating a fossilized pronunciation error: the /v/ and /w/ contrast by using the audio-articulation method in teacher training in Turkey. Journal of Language and Linguistic Studies, 1(2), 183-192.
  • Demirezen, M. (2005b). The / ɔ / and / ow / contrast: Curing a fossilized pronunciation error of Turkish teacher trainees of the English language. Journal of Arts and Sciences, 1(3), 71-84.
  • Demirezen, M. (2005c). Palatalization in english: an articulation problem for turkish teacher trainees. Journal of Language and Linguistic Studies, 1(2), 43-52.
  • Demirezen, M. (2007a). Identity problems of non-native teachers of english in teacher education. The Internet TESL Journal, 13(8). Retrieved from http://iteslj.org/Articles/Demirezen-NonNativeTeachers.html.
  • Demirezen, M. (2007b). 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, 3(2), 289-303.
  • Demirezen, M. (2008). The /æ/ and /ʌ/ phonemes as fossilized pronunciation errors for Turkish English language teachers and students: Undoing the fossilized pronunciation error. Journal of Language and Linguistic Studies, 4(2), 73-82.
  • Demirezen, M. (2010). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia-Social and Behavioral Sciences, 2(2), 1567-1571.
  • Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in second language acquisition, 19(1), 1-16.
  • Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30(2), 155-166.
  • Dikilitaş, K., & Geylanioğlu, S. (2012). Pronunciation errors of Turkish learners of English: Conceptualization theory as a teaching method. The Journal of Language Learning and Teaching, 2(2), 38-50.
  • Eckman, F. R. (1977). Markedness and the contrastive analysis hypothesis. Language Learning, 27(2), 315-330.
  • Ellis, R. (1997). SLA research and language teaching. New York, NY: Oxford University Press.
  • Flege, J. E. (2005, April 14-15). Origins and development of the speech learning model. Paper presented at the 1st ASA workshop on L2 speech learning, Simon Fraser University. Retrieved from http://www.jimflege.com/files/SLMvancouver_updated.pdf on 10.01.2018.
  • Gültekin, M. (2002). Pronunciation mistakes of Turkish students: Suprasegmental features. (Unpublished MA Thesis). Eskisehir: Anadolu University, Institute of Educational Sciences.
  • Hişmanoğlu, M. (2004). Problematic English consonants and vowels for Turks in relation to ELT: Text development and problem solutions. (Unpublished Doctoral Dissertation). Ankara: Hacettepe University, Institute of Social Sciences.
  • Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English language teachers’ perceptions of educational supervision in relation to their professional development: a case study of Northern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 16-34.
  • Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language? ELT Journal, 52(2), 119-126.
  • Kaçmaz, T. (1993). An analysis of the pronunciation problems of turkish learners of english. (Unpublished MA Thesis). Ankara: Bilkent University.
  • Kahraman, A. (2012). Defosilization of /æ/ phoneme pronunciation of non-native EFL teachers. Journal of Language Teaching & Research, 3(3), 379-385.
  • Kahraman, A. (2013). Efl teachers’ fossilized pronunciation problem of dark /l/ and the solution. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 35, 269-279.
  • Kenworthy, J. (1987). Teaching english pronunciation. London: Longman.
  • Kornfilt, J. (1997). Turkish. descriptive grammars series. London: Routledge.
  • Lado, R. (1957). Linguistics across culture. Ann Arbor: Michigan UP.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics 33, 159-174.
  • Levis, J., & Barriuso, T. A. (2012). Nonnative speakers’ pronunciation errors in spoken and read English. In J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd pronunciation in second language learning and teaching conference, (pp. 187-194) Ames, IA: Iowa State University.
  • Lin, N. (1976). Foundations of social research. New York: McGraw-Hill.
  • Major, R. C., & Kim, E. (1996). The similarity differential rate hypothesis. Language Learning, 46(3), 465-496.
  • Morley, J. (1987). Current perspectives on pronunciation. practices anchored in theory. Washington DC: TESOL.
  • Nordquist, R. (2018, May). The principle of least effort: definition and examples of Zipf's law. Retrieved from https://www.thoughtco.com/principle-of-least-effort-zipfs-law-1691104 on 01.05.2018.
  • Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle Publishers.
  • Ogden, R. (2009). An introduction to english phonetics. Edinburgh: Edinburgh University Press.
  • Prator, C. H., & Robinett, B. W. (1972). Manual of american english pronunciation. NY: Holt, Rinehart and Winston.
  • Richards, J. C. & Sampson, G. P. (1985). The study of learner english. In J. C. Richards (Ed.), Error analysis: Perspectives on second language acquisition. (pp. 3-18). Essex: Longman. Selinker, L. (1972). Interlanguage. IRAL-International Review of Applied Linguistics in Language Teaching, 10(1-4), 209-232.
  • Sustarsic, R. (2007). Application of a speech archive analysis to English pronunciation teaching. In New sounds 2007: Proceedings of the fifth international symposium on the acquisition of second language speech, (pp. 473–476), Florianópolis, Santa Catarina, Brazil.
  • Şimşek, A., & Karal, H. (2014). “ALPI” ingilizce telaffuz ve artikülasyon yazılımının geliştirilmesi ve ingilizce telaffuz becerileri üzerine etkilerinin incelenmesi. Öğretim Teknolojileri & Öğretmen Eğitimi Dergisi, 3(1), 44-60.
  • Thompson, I. (2001). Turkish Speakers. In M. Swan, & B. Smith, (Eds.). Learner english (2nd ed.) (pp. 214-226). Cambridge: Cambridge University Press.
  • Toscu, S. (2019). Instructors’ awareness of the syntactic and morphological differences between british and american english. International e-Journal of Educational Studies (IEJES), 3 (6), 116-127. DOI: 10.31458/iejes.537842
  • Türker, H. (2010). Common mistakes of turkish secondary students in pronunciation of English words and possible solutions. (Unpublished MA Thesis). Çanakkale: Çanakkale Onsekiz Mart University, Institute of Social Sciences.
  • Uzun,T. (2019). Anadili türkçe olan ingilizce öğrencilerinin sesletim ve anlaşılabilirlik durumları. (Unpublished Doctoral Dissertation). Ankara: Ankara Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Ülkersoy, N. (2007). Markedness differential hypothesis and the phonological errors of Turkish EFL learners. (Unpublished Doctoral Dissertation). Adana: Çukurova University, Institute of Social Sciences.
  • YÖK Atlas. (2018). İngilizce öğretmenliği lisans atlası. Retrieved from https://yokatlas.yok.gov.tr/lisans-bolum.php?b=10108 on 01.05.2019.

Pre-Service English Language Teachers’ Problematic Sounds

Yıl 2020, Cilt: 4 Sayı: 7, 1 - 26, 04.12.2019

Arda Arıkan Ahmet Fatih Yılmaz

https://doi.org/10.31458/iejes.594715
Cited By: 3

Öz

Today, pronunciation is one of the least researched areas in the EFL
context. The available studies focus on learner errors and aim to generalise
the sound problems in differing contexts and L1 backgrounds. Studies reveal
that some of the learner errors are caused by the input they receive at their
learning environment. With the belief that the primary input in an EFL
classroom is the teacher, this study analysed the sound problems of senior
pre-service EFL teachers. The study was carried out in three universities in
Turkey within the bounds of accessibility. A total of 66 pre-service English
language teachers were randomly selected. “Please Call Stella” accent
elicitation text was adapted to delineate the sound problems of the language
segmentally. The analysis of the descriptive data revealed the major sound
problems conforming to the previously mentioned literature in the field.
Although the participants had completed their formal education in ELT, they
committed errors with devoicing of word-final consonants, vowel insertion,
vowel shortening, gemination and individual sounds /ɾ/, /ð/, /w/, /θ/, /ŋ/, /oʊ/,
/ə/ and /æ/. It was assumed that mother tongue interference, fossilization of
mistakes in language classrooms and non-existent sounds in L1 form the basis
for errors in pronunciation.

Anahtar Kelimeler

Sound problems pronunciation pre-service english teachers l1 interference error analysis

Kaynakça

  • Aktuğ, B. (2015). Common pronunciation errors of seventh grade efl learners: A case from Turkey. Unpublished MA Thesis. Ankara: Middle East Technical University.
  • Bada, E. (1993). Phonemic identifications in English: A case of interlingual transfer by adult speakers of Turkish, Japanese, and Arabic. (Doctoral dissertation) Exeter: University of Exeter.
  • Bardakci, M. (2015). Turkish efl pre-service teachers’ pronunciation problems. Educational Research and Reviews, 10(16), 2370-2378.
  • Bekleyen, N. (2011). Pronunciation problems of the turkish efl learners. Electronic Journal of Social Sciences, 10(36), 94-107.
  • Boran, G. (2005). A study on commonly mispronounced words by the efl teacher trainees at the elt department of gazi education faculty. Selcuk University Institute of Social Sciences Journal, 13, 81-90.
  • Brown, A., (1991). Functional load and the teaching of pronunciation. In A. Brown, (Ed.), Teaching English pronunciation: A book of readings. (pp. 211–224). London: Routledge.
  • Brown, H. D. (2000). Principles of language learning and teaching. White Plains, NY: Longman, Pearson, Education.
  • Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy. (2nd Ed.), NY: Addison, Wesley, Longman, Inc.
  • Celce-Murcia, M. (1987). Teaching pronunciation as communication. In J. Morley, (Ed.), Current perspectives on pronunciation: Practices anchored in theory. (pp. 5-12). Washington, D. C.: TESOL.
  • Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of english to speakers of other languages. Cambridge: Cambridge University Press.
  • Chan, A. Y. (2010). Advanced cantonese esl learners' production of english speech sounds: problems and strategies. System, 38(2), 316-328.
  • Collins, B., & Mees, I. (2003). The phonetics of english and dutch. Leiden: Brill.
  • Demirezen, M. (1987). Articulatory phonetics and the principles of sound production. Ankara: Yargı Publications.
  • Demirezen, M. (2003). İngilizcenin theta sesbirimin (peltek-t) türkler için çıkardığı sesletim sorunları. Dil Dergisi, (120), 57-71.
  • Demirezen, M. (2005a). Rehabilitating a fossilized pronunciation error: the /v/ and /w/ contrast by using the audio-articulation method in teacher training in Turkey. Journal of Language and Linguistic Studies, 1(2), 183-192.
  • Demirezen, M. (2005b). The / ɔ / and / ow / contrast: Curing a fossilized pronunciation error of Turkish teacher trainees of the English language. Journal of Arts and Sciences, 1(3), 71-84.
  • Demirezen, M. (2005c). Palatalization in english: an articulation problem for turkish teacher trainees. Journal of Language and Linguistic Studies, 1(2), 43-52.
  • Demirezen, M. (2007a). Identity problems of non-native teachers of english in teacher education. The Internet TESL Journal, 13(8). Retrieved from http://iteslj.org/Articles/Demirezen-NonNativeTeachers.html.
  • Demirezen, M. (2007b). 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, 3(2), 289-303.
  • Demirezen, M. (2008). The /æ/ and /ʌ/ phonemes as fossilized pronunciation errors for Turkish English language teachers and students: Undoing the fossilized pronunciation error. Journal of Language and Linguistic Studies, 4(2), 73-82.
  • Demirezen, M. (2010). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia-Social and Behavioral Sciences, 2(2), 1567-1571.
  • Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility. Studies in second language acquisition, 19(1), 1-16.
  • Derwing, T. M., & Rossiter, M. J. (2002). ESL learners' perceptions of their pronunciation needs and strategies. System, 30(2), 155-166.
  • Dikilitaş, K., & Geylanioğlu, S. (2012). Pronunciation errors of Turkish learners of English: Conceptualization theory as a teaching method. The Journal of Language Learning and Teaching, 2(2), 38-50.
  • Eckman, F. R. (1977). Markedness and the contrastive analysis hypothesis. Language Learning, 27(2), 315-330.
  • Ellis, R. (1997). SLA research and language teaching. New York, NY: Oxford University Press.
  • Flege, J. E. (2005, April 14-15). Origins and development of the speech learning model. Paper presented at the 1st ASA workshop on L2 speech learning, Simon Fraser University. Retrieved from http://www.jimflege.com/files/SLMvancouver_updated.pdf on 10.01.2018.
  • Gültekin, M. (2002). Pronunciation mistakes of Turkish students: Suprasegmental features. (Unpublished MA Thesis). Eskisehir: Anadolu University, Institute of Educational Sciences.
  • Hişmanoğlu, M. (2004). Problematic English consonants and vowels for Turks in relation to ELT: Text development and problem solutions. (Unpublished Doctoral Dissertation). Ankara: Hacettepe University, Institute of Social Sciences.
  • Hişmanoğlu, M., & Hişmanoğlu, S. (2010). English language teachers’ perceptions of educational supervision in relation to their professional development: a case study of Northern Cyprus. Novitas-ROYAL (Research on Youth and Language), 4(1), 16-34.
  • Jenkins, J. (1998). Which pronunciation norms and models for English as an International Language? ELT Journal, 52(2), 119-126.
  • Kaçmaz, T. (1993). An analysis of the pronunciation problems of turkish learners of english. (Unpublished MA Thesis). Ankara: Bilkent University.
  • Kahraman, A. (2012). Defosilization of /æ/ phoneme pronunciation of non-native EFL teachers. Journal of Language Teaching & Research, 3(3), 379-385.
  • Kahraman, A. (2013). Efl teachers’ fossilized pronunciation problem of dark /l/ and the solution. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 35, 269-279.
  • Kenworthy, J. (1987). Teaching english pronunciation. London: Longman.
  • Kornfilt, J. (1997). Turkish. descriptive grammars series. London: Routledge.
  • Lado, R. (1957). Linguistics across culture. Ann Arbor: Michigan UP.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics 33, 159-174.
  • Levis, J., & Barriuso, T. A. (2012). Nonnative speakers’ pronunciation errors in spoken and read English. In J. Levis & K. LeVelle (Eds.). Proceedings of the 3rd pronunciation in second language learning and teaching conference, (pp. 187-194) Ames, IA: Iowa State University.
  • Lin, N. (1976). Foundations of social research. New York: McGraw-Hill.
  • Major, R. C., & Kim, E. (1996). The similarity differential rate hypothesis. Language Learning, 46(3), 465-496.
  • Morley, J. (1987). Current perspectives on pronunciation. practices anchored in theory. Washington DC: TESOL.
  • Nordquist, R. (2018, May). The principle of least effort: definition and examples of Zipf's law. Retrieved from https://www.thoughtco.com/principle-of-least-effort-zipfs-law-1691104 on 01.05.2018.
  • Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle Publishers.
  • Ogden, R. (2009). An introduction to english phonetics. Edinburgh: Edinburgh University Press.
  • Prator, C. H., & Robinett, B. W. (1972). Manual of american english pronunciation. NY: Holt, Rinehart and Winston.
  • Richards, J. C. & Sampson, G. P. (1985). The study of learner english. In J. C. Richards (Ed.), Error analysis: Perspectives on second language acquisition. (pp. 3-18). Essex: Longman. Selinker, L. (1972). Interlanguage. IRAL-International Review of Applied Linguistics in Language Teaching, 10(1-4), 209-232.
  • Sustarsic, R. (2007). Application of a speech archive analysis to English pronunciation teaching. In New sounds 2007: Proceedings of the fifth international symposium on the acquisition of second language speech, (pp. 473–476), Florianópolis, Santa Catarina, Brazil.
  • Şimşek, A., & Karal, H. (2014). “ALPI” ingilizce telaffuz ve artikülasyon yazılımının geliştirilmesi ve ingilizce telaffuz becerileri üzerine etkilerinin incelenmesi. Öğretim Teknolojileri & Öğretmen Eğitimi Dergisi, 3(1), 44-60.
  • Thompson, I. (2001). Turkish Speakers. In M. Swan, & B. Smith, (Eds.). Learner english (2nd ed.) (pp. 214-226). Cambridge: Cambridge University Press.
  • Toscu, S. (2019). Instructors’ awareness of the syntactic and morphological differences between british and american english. International e-Journal of Educational Studies (IEJES), 3 (6), 116-127. DOI: 10.31458/iejes.537842
  • Türker, H. (2010). Common mistakes of turkish secondary students in pronunciation of English words and possible solutions. (Unpublished MA Thesis). Çanakkale: Çanakkale Onsekiz Mart University, Institute of Social Sciences.
  • Uzun,T. (2019). Anadili türkçe olan ingilizce öğrencilerinin sesletim ve anlaşılabilirlik durumları. (Unpublished Doctoral Dissertation). Ankara: Ankara Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Ülkersoy, N. (2007). Markedness differential hypothesis and the phonological errors of Turkish EFL learners. (Unpublished Doctoral Dissertation). Adana: Çukurova University, Institute of Social Sciences.
  • YÖK Atlas. (2018). İngilizce öğretmenliği lisans atlası. Retrieved from https://yokatlas.yok.gov.tr/lisans-bolum.php?b=10108 on 01.05.2019.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Arda Arıkan 0000-0002-2727-1084

Ahmet Fatih Yılmaz Bu kişi benim 0000-0002-5461-6957

Yayımlanma Tarihi 4 Aralık 2019
Gönderilme Tarihi 21 Temmuz 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 4 Sayı: 7

Kaynak Göster

APA Arıkan, A., & Yılmaz, A. F. (2019). Pre-Service English Language Teachers’ Problematic Sounds. International E-Journal of Educational Studies, 4(7), 1-26. https://doi.org/10.31458/iejes.594715

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