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EFL TEACHERS' FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION

Year 2013, Issue: 35, - , 20.06.2015

Ayhan Kahraman

Abstract

The English [l] consonant sound has been an issue for the Turkish students of the English language, harming the communicative competence of the novice teachers and the teachers-on-the-job. The rareness of methods to handle such fossilized mistakes within limited duration makes the case even harder. In this paper, a fossilized mistake eraser and also a pronunciation teaching method, called the audio-articulation method, is presented to remedy the fossilized pronunciation mistake on [l] consonant phoneme of the British English language implemented by Turkish speakers of English. To check out any difference, a diagnostic test is used before and after treatment and, additionally, to display the significance of the study, the Wilcoxon signed-rank test is used. Statistical analysis results revealed a significant difference when participants’ performance scores were tested before and after treatment. That is, the application of the cure programme facilitated the cure of participants’ pronunciation problem on [l] consonant phoneme of the British English

Keywords

Fossilized mistakes pronunciation errors mistake eraser audio-articulation method

References

  • ABU-RABIA, S. & KEHAT, S. (2004). “The Critical Period for Second Language Pronunciation: Is there Such a Thing? Ten Case Studies of Late Starters Who Attained a Native-like Hebrew Accent.” Educational Psychology, 24: 77-98.
  • ACTON, W. (1984). “Changing Fossilized Pronunciation.” TESOL Quarterly, 18: 71-85.
  • BONGAERTS, T., PLANKEN, B., & SCHILS, E. (1995). Can Late Starters Attain a Native Accent in a Foreign Language: A Test of the Critical Period Hypothesis. In D.Singleton & Z. Lengyel (Eds.), The Age Factor in Second Language Acquisition (pp. 30–50). Clevedon, Avon: Multingual Matters.
  • BONGAERTS, T., VAN SUMMEREN, C., PLANKEN, B., & SCHILS, E. (1997). “Age and Ultimate Attainment in the Pronunciation of a Foreign Language.” Studies in Second Language Acquisition, 19: 447–465.
  • BROWN, D. H. (2007). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.
  • DEMIREZEN, M. (1987). Articulatory Phonetics and the Principles of Sound Production. Feryal Press: Ankara.
  • DEMIREZEN, M. (2003). “İngilizce'nin THETA Sesbiriminin (peltek-t) Türkler İçin Çıkardığı Sesletim Sorunları [The Pronunciation Problem of /d/ and /∆/ for Turks and their Solutions]”, Tömer Dil Dergisi, 120: 57-71.
  • DEMIREZEN, M. (2005). “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: 183-192.
  • DEMIREZEN, M. (2006). Flapping in North American Ponunciation: Case 1 the Cange of /t/ and /d/ into /D/ in Pronunciation. Journal of Language and Linguistic Studies. 2:87-100.
  • GASSER, M. & WALDMAN, E. (1979). Using Songs and Games in the ESL Classroom. In Celce-Murcia, M. & McIntosh, L. (eds.). Teaching English as a Second or Foreign Language. Rowley,MA: Newbury House.
  • HULQUIST, M. (1984). Activities for the Adult ESL Student, Level 3: A Handbook for Teachers. Manuscript, University of California: Los Angeles.
  • IOUP, G., BOUSTAGUI, E., EL TIGI, M. & MOSELLE, M. (1994). “Re-examining the Critical Period Hypothesis. A Case Study of Successful Adult SLA in a Naturalistic Environment.” Studies in Second Language Acquisition, 16: 73-98.
  • KAHRAMAN, A. (2012). “Defosilization of /æ/ Phoneme Pronunciation of Turkish EFL Teachers.” Journal of language Teaching and Research. 3: 379-385.
  • LINSE, C. (2003). “Twisting Tongues: Tongue Twisters in the Classroom.” Modern English Teaching, 12: 26-28.
  • NILSEN, DON L. & NILSEN, A. P. (1973). Pronunciation contrasts in English. New York: Regents Publishing Company.
  • SELINKER, L. (1972). “Interlanguage.” IRAL, 10: 209-31.
  • WELLS, J.C. (2000). Longman Pronunciation Dictionary. New Edition.

EFL TEACHERS' FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION

Year 2013, Issue: 35, - , 20.06.2015

Ayhan Kahraman

Abstract

İngilizce’de yer alan art çıkarımlı [l] sesi, İngilizce öğrenen Türk öğrencilerin, İngilizce öğretmeni yetiştiren uzmanların, sahada yeni olan İngilizce öğretmenlerinin ve hâlihazırda görev yapmakta olan İngilizce öğretmenlerinin iletişimsel yetilerine zarar veren önemli bir problem haline gelmiştir. 40 – 45 dakikalık bir ders saati içerisinde bu tür kemikleşmiş hataları düzeltmede kullanılan metotların azlığı konuyu daha da güç bir hale sokmaktadır. Bu makalede “Duy – Seslet Metodu” ile İngilizce’deki [l] foneminin ana dili İngilizce olmayan Türk bireyler tarafından telaffuz edilirken ortaya çıkan ve kemikleşen sesletim hatasının düzeltilmesi sunulmaktadır. Herhangi bir düzelme olup olmadığını görmek için uygulama öncesi ve sonrası hata belirleme testi uygulanmış, ayrıca elde edilen veriler Wilcoxon eşleştirilmiş çiftler testi ile test edilmiştir. Sonuç olarak, problemin çözümü için geliştirilen kür programı katılımcılara uygulanmış ve bu programının öğretmenlerin art çıkarımlı [l] sesi telaffuzunda önemli bir değişikliğe neden olduğu saptanmıştır

Keywords

Fosilleşmiş hatalar sesletim hataları hata düzeltici duy – seslet metodu

References

  • ABU-RABIA, S. & KEHAT, S. (2004). “The Critical Period for Second Language Pronunciation: Is there Such a Thing? Ten Case Studies of Late Starters Who Attained a Native-like Hebrew Accent.” Educational Psychology, 24: 77-98.
  • ACTON, W. (1984). “Changing Fossilized Pronunciation.” TESOL Quarterly, 18: 71-85.
  • BONGAERTS, T., PLANKEN, B., & SCHILS, E. (1995). Can Late Starters Attain a Native Accent in a Foreign Language: A Test of the Critical Period Hypothesis. In D.Singleton & Z. Lengyel (Eds.), The Age Factor in Second Language Acquisition (pp. 30–50). Clevedon, Avon: Multingual Matters.
  • BONGAERTS, T., VAN SUMMEREN, C., PLANKEN, B., & SCHILS, E. (1997). “Age and Ultimate Attainment in the Pronunciation of a Foreign Language.” Studies in Second Language Acquisition, 19: 447–465.
  • BROWN, D. H. (2007). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents.
  • DEMIREZEN, M. (1987). Articulatory Phonetics and the Principles of Sound Production. Feryal Press: Ankara.
  • DEMIREZEN, M. (2003). “İngilizce'nin THETA Sesbiriminin (peltek-t) Türkler İçin Çıkardığı Sesletim Sorunları [The Pronunciation Problem of /d/ and /∆/ for Turks and their Solutions]”, Tömer Dil Dergisi, 120: 57-71.
  • DEMIREZEN, M. (2005). “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: 183-192.
  • DEMIREZEN, M. (2006). Flapping in North American Ponunciation: Case 1 the Cange of /t/ and /d/ into /D/ in Pronunciation. Journal of Language and Linguistic Studies. 2:87-100.
  • GASSER, M. & WALDMAN, E. (1979). Using Songs and Games in the ESL Classroom. In Celce-Murcia, M. & McIntosh, L. (eds.). Teaching English as a Second or Foreign Language. Rowley,MA: Newbury House.
  • HULQUIST, M. (1984). Activities for the Adult ESL Student, Level 3: A Handbook for Teachers. Manuscript, University of California: Los Angeles.
  • IOUP, G., BOUSTAGUI, E., EL TIGI, M. & MOSELLE, M. (1994). “Re-examining the Critical Period Hypothesis. A Case Study of Successful Adult SLA in a Naturalistic Environment.” Studies in Second Language Acquisition, 16: 73-98.
  • KAHRAMAN, A. (2012). “Defosilization of /æ/ Phoneme Pronunciation of Turkish EFL Teachers.” Journal of language Teaching and Research. 3: 379-385.
  • LINSE, C. (2003). “Twisting Tongues: Tongue Twisters in the Classroom.” Modern English Teaching, 12: 26-28.
  • NILSEN, DON L. & NILSEN, A. P. (1973). Pronunciation contrasts in English. New York: Regents Publishing Company.
  • SELINKER, L. (1972). “Interlanguage.” IRAL, 10: 209-31.
  • WELLS, J.C. (2000). Longman Pronunciation Dictionary. New Edition.
There are 17 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Ayhan Kahraman This is me

Publication Date June 20, 2015
Published in Issue Year 2013 Issue: 35

Cite

APA Kahraman, A. (2015). EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi(35).
AMA Kahraman A. EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. June 2015;(35).
Chicago Kahraman, Ayhan. “EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, no. 35 (June 2015).
EndNote Kahraman A (June 1, 2015) EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi 35
IEEE A. Kahraman, “EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION”, Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, no. 35, June 2015.
ISNAD Kahraman, Ayhan. “EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi 35 (June 2015).
JAMA Kahraman A. EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2015.
MLA Kahraman, Ayhan. “EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, no. 35, 2015.
Vancouver Kahraman A. EFL TEACHERS’ FOSSILIZED PRONUNCIATION PROBLEM OF DARK /L/ AND THE SOLUTION. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2015(35).

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