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

Yıl 2021, Cilt , Sayı 21, 87 - 106, 27.04.2020
https://doi.org/10.29029/busbed.816899

Öz

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.

Kaynakça

  • 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.

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

Yıl 2021, Cilt , Sayı 21, 87 - 106, 27.04.2020
https://doi.org/10.29029/busbed.816899

Öz

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.

Kaynakça

  • 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.

Ayrıntılar

Birincil Dil İngilizce
Konular Dil Bilim
Bölüm Makaleler
Yazarlar

Canan AKSAKALLI (Sorumlu Yazar)
Atatürk üniversitesi
0000-0003-0685-0789
Türkiye


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

Yayımlanma Tarihi 27 Nisan 2020
Yayınlandığı Sayı Yıl 2021, Cilt , Sayı 21

Kaynak Göster

Bibtex @diğer { busbed816899, journal = {Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi}, issn = {1309-6672}, eissn = {2618-6322}, address = {Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Müdürlüğü 12100, Merkez Bingöl}, publisher = {Bingöl Üniversitesi}, year = {2020}, volume = {}, pages = {87 - 106}, doi = {10.29029/busbed.816899}, title = {A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES}, key = {cite}, author = {Aksakallı, Canan and Yağız, Oktay} }
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
MLA Aksakallı, C. , Yağız, O. "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 (2020 ): 87-106 <http://busbed.bingol.edu.tr/tr/pub/issue/61932/816899>
Chicago Aksakallı, C. , Yağız, O. "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 (2020 ): 87-106
RIS TY - JOUR T1 - A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES AU - Canan Aksakallı , Oktay Yağız Y1 - 2020 PY - 2020 N1 - doi: 10.29029/busbed.816899 DO - 10.29029/busbed.816899 T2 - Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi JF - Journal JO - JOR SP - 87 EP - 106 VL - IS - 21 SN - 1309-6672-2618-6322 M3 - doi: 10.29029/busbed.816899 UR - https://doi.org/10.29029/busbed.816899 Y2 - 2021 ER -
EndNote %0 Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES %A Canan Aksakallı , Oktay Yağız %T A QUALITATIVE INVESTIGATION INTO EFL PRE-SERVICE TEACHERS’ ATTITUDES TOWARD ENGLISH PRONUNCIATION AND THE EVALUATION OF THEIR PHONOLOGICAL AWARENESS, PROBLEMS AND DIFFICULTIES %D 2020 %J Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi %P 1309-6672-2618-6322 %V %N 21 %R doi: 10.29029/busbed.816899 %U 10.29029/busbed.816899
ISNAD Aksakallı, Canan , Yağız, Oktay . "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 (Nisan 2020): 87-106 . https://doi.org/10.29029/busbed.816899
AMA Aksakallı C. , Yağız O. 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. 2020; (21): 87-106.
Vancouver Aksakallı C. , Yağız O. 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. 2020; (21): 87-106.
IEEE C. Aksakallı ve O. Yağız , "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, sayı. 21, ss. 87-106, Nis. 2020, doi:10.29029/busbed.816899