Şarkı Temelli Öğretimin Lise Öğrencilerinin İngilizce Telaffuz Becerileri Üzerindeki Etkisi: Zaman Serisi Deseni

Year 2025, Volume: 45 Issue: 2, 605 - 621, 30.08.2025

İlke Acar , Hande Çetin

https://doi.org/10.17152/gefad.1741999

Abstract

Bu çalışma, lise düzeyindeki İngilizceyi yabancı dil olarak öğrenen (EFL) öğrencilerin telaffuz becerilerini geliştirmek amacıyla şarkıların öğretim aracı olarak kullanımının etkililiğini araştırmaktadır. Şarkılar dil sınıflarında yaygın olarak kullanılmakla birlikte, özellikle segmental (bireysel sesler) ve suprasegmental (tonlama, vurgu vb.) özellikler üzerindeki özgül etkisi hâlâ yeterince araştırılmamıştır; bu durum, özellikle İngilizce'nin ana dil olarak konuşulmadığı ülkelerdeki lise öğrencileri bağlamında geçerlidir. Zaman serisi deseni ve karma yöntem yaklaşımı benimsenerek yürütülen çalışma, başlangıç seviyesindeki yedi EFL öğrencisiyle 12 hafta boyunca gerçekleştirilmiştir. Şarkı temelli dersler haftalık olarak uygulanmış ve öğrencilerin telaffuzları, Cambridge University Press (2019) tarafından geliştirilen standart bir telaffuz ölçeğiyle beş farklı noktada değerlendirilmiştir. Nicel verilerin yanı sıra, öğretmen gözlemleri öğrencilerin ilerlemelerine dair nitel veriler sunmuştur. Sonuçlar, öğrencilerin segmental telaffuzlarında ve genel anlaşılırlıklarında anlamlı bir gelişme olduğunu ortaya koymuştur. Ancak, müdahale sürecinin tonlama ve vurgu gibi suprasegmental özellikler üzerindeki etkisi sınırlı kalmıştır. Bu bulgular, şarkıların EFL bağlamlarında özellikle bireysel seslerin gelişiminde etkili olabileceğini, ancak ezgi ve vurgu gibi prosodik özelliklerin gelişimi için ek stratejilere ihtiyaç duyulabileceğini göstermektedir. Çalışma, EFL öğretmenlerine yönelik pratik çıkarımlar sunmakta ve müzik temelli dil öğretimi üzerine artan literatüre katkı sağlamaktadır.

Keywords

efl öğretiminde şarkılar , telaffuz , segmental özellikler , suprasegmental özellikler

The Effect of Song-Based Instruction on High School Students’ English Pronunciation Skills: A Time-Series Design

Abstract

This study investigates the effectiveness of using songs as instructional tools to improve the English pronunciation of high school EFL learners. While songs are widely used in language classrooms, their specific impact on pronunciation—particularly on segmental and suprasegmental features—remains underexplored, especially in the context of high school EFL learners in non-English speaking countries. Adopting a time-series design and a mixed-methods approach, the study was conducted over 12 weeks with a group of seven beginner-level EFL students. Song-based lessons were implemented weekly, and students’ pronunciation was assessed at five different points using a standardized pronunciation scale (Cambridge University Press, 2019). In addition to quantitative data, teacher observations provided qualitative insights into students’ progress. The results revealed significant improvement in learners’ segmental pronunciation and overall intelligibility. However, the intervention had a limited impact on suprasegmental features such as intonation and stress. These findings suggest that songs can be effective for enhancing certain aspects of pronunciation in EFL contexts, particularly individual sounds, but may require supplementary strategies to address prosodic features. The study offers practical implications for EFL educators and contributes to the growing literature on music-based language instruction.

Keywords

songs in efl teaching , pronunciation , segmental features , suprasegmental features

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