An Exploration of Primary Stress in If-Conditionals in English Language Education Majors in Türkiye

Abstract

It is well-established that suprasegmental pronunciation features are essential to effective communication. Given the assumed significance of primary stress as one suprasegmental aspect (Ghosh and Levis, 2021), the perceived difficulty of If-conditionals (Norris 2003), the professional requirement for language teachers to attain a good command of pronunciation (e.g., knowledge, skills, and competences) (Topal & Altay, 2022), and the causal connection between teacher cognition (e.g., knowledge), learning, and practice (Farrell and Tomenson-Filion, 2014), this study examined the perception and production levels of teacher trainees in relation to primary stress of If-conditionals. Employing a one-group pretest-posttest design (Cranmer, 2017), the study collected data from teacher trainees (n = 61) in a Turkish state-research university through tests of perception and production. Participants received suprasegmental pronunciation training between the pretest and posttest. Findings indicated moderate improvement in perceiving and producing the primary stress of If-conditionals. A linear relationship between the perceived difficulty of types of conditional sentences and degrees of improvement was also determined. The study is expected to contribute to our perceptions of language teacher cognition in language teacher education settings, notwithstanding the limitations.

Keywords

• suprasegmental pronunciation
• teacher cognition
• effective communication
• teacher education

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