Research Article
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Year 2018, Volume: 5 Issue: 1, 22 - 34, 09.05.2018

Abstract

References

  • Abdelhafez, M. (1994). The Influence of Attitudes and Integrative Motivation on the Language Proficiency of English Majors at Yarmouk University M.A. Thesis. Yarmouk University.
  • Ajzen, I. (2005). Attitude, personality and behavior (2nd ed.). New York: Open University Press.
  • Akyol, T. (2013). A Study on Identifying Pronunciation Learning Strategies of Turkish EFL Learners. Procedia-Social and Behavioral Sciences, 70, 1456-1462.
  • Alghazo, S. M. (2015). Advanced EFL Learners’ Beliefs about Pronunciation Teaching. International Education Studies, 8(11), 63.
  • Allport, G. W. The nature of prejudice. Reading, Mass.: Addison-Wesley, 1954.
  • Arboleda Arboleda, A., Garcés, C., & Yicely, Á. (2012). The accented efl teacher: classroom implications. Profile Issues in Teachers Professional Development, 14(2), 45-62.
  • Atli, I., & Bergil, A. S. (2012). The effect of pronunciation instruction on students’ overall speaking skills. Procedia-Social and Behavioral Sciences, 46, 3665-3671.
  • Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136-163.
  • Bektaş-Çetinkaya, Y. (2009). Language of others: EFL students' perception of attitude towards English. Journal of Çukurova University Institute of Social Sciences, 18(1), 109-120.
  • Bilgin-Cebeci, F. (2006). Meslek ve teknik lise öğrencilerinin İngilizce derslerine yönelik tutumları. Unpublished M.A. thesis. Uludağ University, Bursa.
  • Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101.
  • Buckingham, L. (2015). Shades of cosmopolitanism: EFL teachers' perspectives on English accents and pronunciation teaching in the Gulf. Journal of Multilingual and Multicultural Development, (ahead-of-print), 1-16.
  • Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In Proceedings of the 4th Pronunciation in Second Language Learning and Teaching conference (pp. 255-264).
  • Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 1362168815574145.
  • Carey, G. (1998). Multivariate analysis of variance (MANOVA): I. theory. Retrieved January, 16, 2016 from http://ibgwww.colorado.edu/~carey/p7291dir/handouts/manova1.pdf
  • Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.
  • Chamber, G. N. (1999). Motivating language learners. Clevedon: Multilingual Matters.
  • Chen, J. F., Warden, C. A., & Chang, H. (2005). Motivators that do not motivate: the case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39, 609e633.
  • Clément, R., Gardner, R. C., & Smythe, P. C. (1978). Persistence in second language study: motivational considerations. Canadian Modern Language Review, 34, 688-694.
  • Coskun, A. (2011). Future English Teachers' Attitudes towards EIL Pronunciation. Journal of English as an International Language, 6(2), 46-68.
  • Çakır, İ., & Baytar, B. (2014). Foreign language learners’ views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies, 10(1), 99-110.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Demirezen, M., & Topal, I. H. (2015). Fossilized Pronunciation Errors from the Perspectives of Turkish Teachers of English and their Implications. Procedia-Social and Behavioral Sciences, 199, 793-800.
  • Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2013). How Well do General-Skills ESL Textbooks Address Pronunciation?. TESL Canada Journal, 30(1), 22.
  • Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: toward a model of the role of affect in students' experiences of classroom discussion. Journal of Educational Psychology, 96,619-634.
  • Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
  • Dörnyei, Z. (1999). Motivation. In J. Verschueren, J-O. Östmann, J. Blommaert, & C.Bulcaen (Eds.), Handbook of pragmatics (pp. 1-22). Amsterdam: John Benjamins.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Pearson Education Limited.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79, 67-89.
  • French, A., Macedo, M., Poulsen, J., Waterson, T., & Yu, A. (2002). Multivariate analysis of variance (MANOVA). Retrieved January, 16, 2016 from http://userwww.sfsu.edu/efc/classes/biol710/manova/MANOVAnewest.pdf
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading: MA: Addison-Wesley.
  • Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2013). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, (ahead-of-print), 1-16.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Arnold.
  • Gardner, R. C. (2010). Motivation and second language acquisition. The socio-educational model. New York: Peter Lang Publishing, Inc.
  • Gardner, R. C., & Lambert, W.E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-72.
  • Gas, S. and Selinker, L. (2001). Second language acquisition: An introductory course, NJ: Lawrence Erlbaum Associates, Inc., Publishers, pp. 349.
  • Henderson, A., Frost, D., Tergujeff, E., et al. (2012). The English pronunciation teaching in Europe survey: selected results. Research in Language, 10(1), pp. 5-27. Retrieved 6 Dec. 2015, from doi:10.2478/v10015-011-0047-4
  • Hismanoglu, M., & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: traditional or modern?. Procedia-Social and Behavioral Sciences, 2(2), 983-989.
  • Hismanoglu, M. (2012a). An investigation of phonological awareness of prospective EFL teachers. Procedia-Social and Behavioral Sciences, 31, 639-645.
  • Hismanoglu, M. (2012b). An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners. Hacettepe University Journal of Education, 43, 246-257.
  • Karahan, F. (2007). Language attitudes of Turkish students towards English language and its use in Turkish context. Çankaya University Journal of arts and sciences, 7, 73-87.
  • Kang, O. (2015). Learners' Perceptions Toward Pronunciation Instruction in Three Circles of World Englishes. TESOL Journal, 6(1), 59-80.
  • Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.
  • Kızıltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL review of Applied Linguistics, 129130.
  • Lalonde, R. N., & Gardner, R. C. (1984). Investigating a causal model of second language acquisition: Where does personality fit? Canadian Journal of Behavioral Science, 15, 224-237.
  • Latif, L. A., Fadzil, M., Bahroom, R., Mohammad, W., & San, N. M. (2011). The role of motivation, attitude, anxiety and instrumental orientation in influencing learners' performance in English as a second language in OUM. Global Conference on Learning and Technology. Melbourne, Australia: Global learn Asia Pacific.
  • Mirza, H. S. (2015). ESL and EFL Learners Improve Differently in Pronunciation: The Case of Lebanon. Procedia-Social and Behavioral Sciences, 199, 486-495.
  • Motallebi, S., & Pourgharib, B. (2013). The Impact of Audio Stories (Listening Skills) on Pronunciation of EFL Learners. Journal of Language Sciences & Linguistics, 1(1), 1-6.
  • Mun, Y. S. (2004). Motivation as a contributing factor in English language learning: a comparison between different English language proficiency UTM undergraduates, unpublished undergraduate thesis, UTM Malaysia.
  • Murphy, D. (2011). An investigation of English pronunciation teaching in Ireland. English Today, 27(04), 10-18.
  • Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. Foreign Language Annals, 46(2), 213-229.
  • Nowacka, M. (2012). Questionnaire-based pronunciation studies: Italian, Spanish and polish students’ views on their English pronunciation. Research in Language, 10(1), 43-61.
  • Nunan, D. (2000). Language Teaching Methodology (2nd Impression). Harlow: Pearson Education Ltd.
  • Oxford, R. L. (1990). Styles, strategies, and aptitude: connections for language learning. In T. S. Parry & C. W. Stansfield (Eds.), Language Aptitude reconsidered. New Jersey: Prentice Hall Regents.
  • Oxford, R. L. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
  • Üzüm, B. (2007). Analysis of Turkish learners’ attitudes towards English language and English speaking societies. Middle East Technical University, Ankara.
  • Petrides, J. R. (2006). Attitudes and Motivation and their impact on the performance of young English as Foreign Language learners. Journal of Language and Learning, 5 (1): 1-20.
  • Ryan, S. (2006). Language learning motivation within the context of globalization: an L2 self within an imagined global community. Critical Inquiry in Language Studies: An International Journal, 3,23e45.
  • Saito, K. (2014). Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics, 24(2), 250-277.
  • Sardegna, V. G., Lee, J., & Kusey, C. (2014). Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory. System, 47, 162-175. 10.1016/j.system.2014.10.009
  • Sayadin, S., & Lashkarian, A. (2010). Investigating attitude and motivation of Iranian university learners toward English as a Foreign Language, Contemporary Issues in Education Research, ProQuest Education Journals, vol. 3, no. 1, pp. 137-147, Jan.
  • Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.
  • Spolsky, B. (2000). Anniversary Article. Language motivation revisited. Applied Linguistics, 21, 2, 157-169.
  • Smemoe, W. B., & Haslam, N. (2013). The effect of language learning aptitude, strategy use and learning context on L2 pronunciation learning. Applied linguistics, 34(4), 435-456.
  • Smotrova, T. (2015). Making Pronunciation Visible: Gesture In Teaching Pronunciation. Tesol Quarterly, Early View (Online Version of Record published before inclusion in an issue). DOI: 10.1002/tesq.276.
  • Sriudomkij, P., & Sopirak, S. (2013). Factors Influencing the Development in English Pronunciation Skills Training in Primary Students of Schools in the Primary Education Services Area Office in Bangkok. Procedia-Social and Behavioral Sciences, 103, 396-399.
  • Swezey, R. W., Meltzer, A. L., & Salas, E. (1994). Some issues involved in motivating teams. In H. F. O’Neil, Jr. & M. Drillings (Eds.), Motivation: Theory and research (pp. 141-169). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Szyszka, M. (2015). Good English Pronunciation Users and their Pronunciation Learning Strategies. Research in Language, 13(1), 93-106.
  • Takagishi, R. (2012). Non-native English Teachers’ Views towards Pedagogic Goals and Models of Pronunciation. Asian Englishes, 15(2), 108-135. Tejeda, T., Cristina, A., & Basurto Santos, N. M. (2014). Pronunciation Instruction and Students' Practice to Develop Their Confidence in EFL Oral Skills. Profile Issues in TeachersProfessional Development, 16(2), 151-170.
  • Tang, X., Zhang, S., Li, Y., & Zhao, M. (2013). Study on correlation of English pronunciation self-concept to English learning. English Language Teaching, 6(4), p74.
  • Tergujeff, E. (2012). English pronunciation teaching: Four case studies from Finland. Journal of Language Teaching and Research, 3(4), 599-607.
  • Tergujeff, E. (2013). Learner perspective on English pronunciation teaching in an EFL context. Research in language, 11(1), 81-95.
  • Thomson, R. I. (2013). ESL teachers’ beliefs and practices in pronunciation teaching: Confidently right or confidently wrong? In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012. (pp. 224-233). Ames, IA: Iowa State University.
  • Ushioda, E. (2006). Language motivation in a reconfigured Europe: access, identity, autonomy. Journal of Multilingual and Multicultural Development, 27, 148e161.

Turkish EFL Pre-Service Teachers’ Motivation and Attitudes towards Pronunciation Instruction

Year 2018, Volume: 5 Issue: 1, 22 - 34, 09.05.2018

Abstract

The aim of this study was to find out Turkish EFL pre-service teachers’ attitudes and motivations towards English pronunciation learning, and the most elicited components of pronunciation teaching and the ways dealing with it in the language classrooms. In order to collect data both quantitative and qualitative methods were used. For quantitative data collection Learner Attitude and Motivation (LAMP) inventory was administered on 105 pre-service teachers studying in ELT Department in a public university in Turkey, and the results were analyzed through MANOVA using SPSS statistics program. Quantitative data were collected through semi-structured focus group interviews conducted with 7 freshmen and 6 senior students. The qualitative responses were thematically categorized by two coders. The results of this study revealed that although there are no significant differences among students’ motivation and attitude components, students were found to be instrumentally and extrinsically motivated to learn English pronunciation.

References

  • Abdelhafez, M. (1994). The Influence of Attitudes and Integrative Motivation on the Language Proficiency of English Majors at Yarmouk University M.A. Thesis. Yarmouk University.
  • Ajzen, I. (2005). Attitude, personality and behavior (2nd ed.). New York: Open University Press.
  • Akyol, T. (2013). A Study on Identifying Pronunciation Learning Strategies of Turkish EFL Learners. Procedia-Social and Behavioral Sciences, 70, 1456-1462.
  • Alghazo, S. M. (2015). Advanced EFL Learners’ Beliefs about Pronunciation Teaching. International Education Studies, 8(11), 63.
  • Allport, G. W. The nature of prejudice. Reading, Mass.: Addison-Wesley, 1954.
  • Arboleda Arboleda, A., Garcés, C., & Yicely, Á. (2012). The accented efl teacher: classroom implications. Profile Issues in Teachers Professional Development, 14(2), 45-62.
  • Atli, I., & Bergil, A. S. (2012). The effect of pronunciation instruction on students’ overall speaking skills. Procedia-Social and Behavioral Sciences, 46, 3665-3671.
  • Baker, A. (2014). Exploring teachers' knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48(1), 136-163.
  • Bektaş-Çetinkaya, Y. (2009). Language of others: EFL students' perception of attitude towards English. Journal of Çukurova University Institute of Social Sciences, 18(1), 109-120.
  • Bilgin-Cebeci, F. (2006). Meslek ve teknik lise öğrencilerinin İngilizce derslerine yönelik tutumları. Unpublished M.A. thesis. Uludağ University, Bursa.
  • Braun, V. and Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3: 77-101.
  • Buckingham, L. (2015). Shades of cosmopolitanism: EFL teachers' perspectives on English accents and pronunciation teaching in the Gulf. Journal of Multilingual and Multicultural Development, (ahead-of-print), 1-16.
  • Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In Proceedings of the 4th Pronunciation in Second Language Learning and Teaching conference (pp. 255-264).
  • Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 1362168815574145.
  • Carey, G. (1998). Multivariate analysis of variance (MANOVA): I. theory. Retrieved January, 16, 2016 from http://ibgwww.colorado.edu/~carey/p7291dir/handouts/manova1.pdf
  • Chalak, A., & Kassaian, Z. (2010). Motivation and attitudes of Iranian undergraduate EFL students towards learning English. GEMA Online Journal of Language Studies, 10(2), 37-56.
  • Chamber, G. N. (1999). Motivating language learners. Clevedon: Multilingual Matters.
  • Chen, J. F., Warden, C. A., & Chang, H. (2005). Motivators that do not motivate: the case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 39, 609e633.
  • Clément, R., Gardner, R. C., & Smythe, P. C. (1978). Persistence in second language study: motivational considerations. Canadian Modern Language Review, 34, 688-694.
  • Coskun, A. (2011). Future English Teachers' Attitudes towards EIL Pronunciation. Journal of English as an International Language, 6(2), 46-68.
  • Çakır, İ., & Baytar, B. (2014). Foreign language learners’ views on the importance of learning the target language pronunciation. Journal of Language and Linguistic Studies, 10(1), 99-110.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
  • Demirezen, M., & Topal, I. H. (2015). Fossilized Pronunciation Errors from the Perspectives of Turkish Teachers of English and their Implications. Procedia-Social and Behavioral Sciences, 199, 793-800.
  • Derwing, T. M., Diepenbroek, L. G., & Foote, J. A. (2013). How Well do General-Skills ESL Textbooks Address Pronunciation?. TESL Canada Journal, 30(1), 22.
  • Do, S. L., & Schallert, D. L. (2004). Emotions and classroom talk: toward a model of the role of affect in students' experiences of classroom discussion. Journal of Educational Psychology, 96,619-634.
  • Dörnyei, Z. (1994a). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.
  • Dörnyei, Z. (1999). Motivation. In J. Verschueren, J-O. Östmann, J. Blommaert, & C.Bulcaen (Eds.), Handbook of pragmatics (pp. 1-22). Amsterdam: John Benjamins.
  • Dörnyei, Z. (2001). Teaching and researching motivation. Harlow, England: Pearson Education Limited.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning success. The Modern Language Journal, 79, 67-89.
  • French, A., Macedo, M., Poulsen, J., Waterson, T., & Yu, A. (2002). Multivariate analysis of variance (MANOVA). Retrieved January, 16, 2016 from http://userwww.sfsu.edu/efc/classes/biol710/manova/MANOVAnewest.pdf
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading: MA: Addison-Wesley.
  • Foote, J. A., Trofimovich, P., Collins, L., & Urzúa, F. S. (2013). Pronunciation teaching practices in communicative second language classes. The Language Learning Journal, (ahead-of-print), 1-16.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Arnold.
  • Gardner, R. C. (2010). Motivation and second language acquisition. The socio-educational model. New York: Peter Lang Publishing, Inc.
  • Gardner, R. C., & Lambert, W.E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-72.
  • Gas, S. and Selinker, L. (2001). Second language acquisition: An introductory course, NJ: Lawrence Erlbaum Associates, Inc., Publishers, pp. 349.
  • Henderson, A., Frost, D., Tergujeff, E., et al. (2012). The English pronunciation teaching in Europe survey: selected results. Research in Language, 10(1), pp. 5-27. Retrieved 6 Dec. 2015, from doi:10.2478/v10015-011-0047-4
  • Hismanoglu, M., & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: traditional or modern?. Procedia-Social and Behavioral Sciences, 2(2), 983-989.
  • Hismanoglu, M. (2012a). An investigation of phonological awareness of prospective EFL teachers. Procedia-Social and Behavioral Sciences, 31, 639-645.
  • Hismanoglu, M. (2012b). An Investigation of Pronunciation Learning Strategies of Advanced EFL Learners. Hacettepe University Journal of Education, 43, 246-257.
  • Karahan, F. (2007). Language attitudes of Turkish students towards English language and its use in Turkish context. Çankaya University Journal of arts and sciences, 7, 73-87.
  • Kang, O. (2015). Learners' Perceptions Toward Pronunciation Instruction in Three Circles of World Englishes. TESOL Journal, 6(1), 59-80.
  • Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.
  • Kızıltepe, Z. (2000). Attitudes and motivation of Turkish EFL students towards second language learning. ITL review of Applied Linguistics, 129130.
  • Lalonde, R. N., & Gardner, R. C. (1984). Investigating a causal model of second language acquisition: Where does personality fit? Canadian Journal of Behavioral Science, 15, 224-237.
  • Latif, L. A., Fadzil, M., Bahroom, R., Mohammad, W., & San, N. M. (2011). The role of motivation, attitude, anxiety and instrumental orientation in influencing learners' performance in English as a second language in OUM. Global Conference on Learning and Technology. Melbourne, Australia: Global learn Asia Pacific.
  • Mirza, H. S. (2015). ESL and EFL Learners Improve Differently in Pronunciation: The Case of Lebanon. Procedia-Social and Behavioral Sciences, 199, 486-495.
  • Motallebi, S., & Pourgharib, B. (2013). The Impact of Audio Stories (Listening Skills) on Pronunciation of EFL Learners. Journal of Language Sciences & Linguistics, 1(1), 1-6.
  • Mun, Y. S. (2004). Motivation as a contributing factor in English language learning: a comparison between different English language proficiency UTM undergraduates, unpublished undergraduate thesis, UTM Malaysia.
  • Murphy, D. (2011). An investigation of English pronunciation teaching in Ireland. English Today, 27(04), 10-18.
  • Müller, M. (2013). Conceptualizing pronunciation as part of translingual/transcultural competence: New impulses for SLA research and the L2 classroom. Foreign Language Annals, 46(2), 213-229.
  • Nowacka, M. (2012). Questionnaire-based pronunciation studies: Italian, Spanish and polish students’ views on their English pronunciation. Research in Language, 10(1), 43-61.
  • Nunan, D. (2000). Language Teaching Methodology (2nd Impression). Harlow: Pearson Education Ltd.
  • Oxford, R. L. (1990). Styles, strategies, and aptitude: connections for language learning. In T. S. Parry & C. W. Stansfield (Eds.), Language Aptitude reconsidered. New Jersey: Prentice Hall Regents.
  • Oxford, R. L. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
  • Üzüm, B. (2007). Analysis of Turkish learners’ attitudes towards English language and English speaking societies. Middle East Technical University, Ankara.
  • Petrides, J. R. (2006). Attitudes and Motivation and their impact on the performance of young English as Foreign Language learners. Journal of Language and Learning, 5 (1): 1-20.
  • Ryan, S. (2006). Language learning motivation within the context of globalization: an L2 self within an imagined global community. Critical Inquiry in Language Studies: An International Journal, 3,23e45.
  • Saito, K. (2014). Experienced teachers' perspectives on priorities for improved intelligible pronunciation: The case of Japanese learners of English. International Journal of Applied Linguistics, 24(2), 250-277.
  • Sardegna, V. G., Lee, J., & Kusey, C. (2014). Development and validation of the learner attitudes and motivations for pronunciation (LAMP) inventory. System, 47, 162-175. 10.1016/j.system.2014.10.009
  • Sayadin, S., & Lashkarian, A. (2010). Investigating attitude and motivation of Iranian university learners toward English as a Foreign Language, Contemporary Issues in Education Research, ProQuest Education Journals, vol. 3, no. 1, pp. 137-147, Jan.
  • Skehan, P. (1991). Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-298.
  • Spolsky, B. (2000). Anniversary Article. Language motivation revisited. Applied Linguistics, 21, 2, 157-169.
  • Smemoe, W. B., & Haslam, N. (2013). The effect of language learning aptitude, strategy use and learning context on L2 pronunciation learning. Applied linguistics, 34(4), 435-456.
  • Smotrova, T. (2015). Making Pronunciation Visible: Gesture In Teaching Pronunciation. Tesol Quarterly, Early View (Online Version of Record published before inclusion in an issue). DOI: 10.1002/tesq.276.
  • Sriudomkij, P., & Sopirak, S. (2013). Factors Influencing the Development in English Pronunciation Skills Training in Primary Students of Schools in the Primary Education Services Area Office in Bangkok. Procedia-Social and Behavioral Sciences, 103, 396-399.
  • Swezey, R. W., Meltzer, A. L., & Salas, E. (1994). Some issues involved in motivating teams. In H. F. O’Neil, Jr. & M. Drillings (Eds.), Motivation: Theory and research (pp. 141-169). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Szyszka, M. (2015). Good English Pronunciation Users and their Pronunciation Learning Strategies. Research in Language, 13(1), 93-106.
  • Takagishi, R. (2012). Non-native English Teachers’ Views towards Pedagogic Goals and Models of Pronunciation. Asian Englishes, 15(2), 108-135. Tejeda, T., Cristina, A., & Basurto Santos, N. M. (2014). Pronunciation Instruction and Students' Practice to Develop Their Confidence in EFL Oral Skills. Profile Issues in TeachersProfessional Development, 16(2), 151-170.
  • Tang, X., Zhang, S., Li, Y., & Zhao, M. (2013). Study on correlation of English pronunciation self-concept to English learning. English Language Teaching, 6(4), p74.
  • Tergujeff, E. (2012). English pronunciation teaching: Four case studies from Finland. Journal of Language Teaching and Research, 3(4), 599-607.
  • Tergujeff, E. (2013). Learner perspective on English pronunciation teaching in an EFL context. Research in language, 11(1), 81-95.
  • Thomson, R. I. (2013). ESL teachers’ beliefs and practices in pronunciation teaching: Confidently right or confidently wrong? In J. Levis & K. LeVelle (Eds.). Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference. Aug. 2012. (pp. 224-233). Ames, IA: Iowa State University.
  • Ushioda, E. (2006). Language motivation in a reconfigured Europe: access, identity, autonomy. Journal of Multilingual and Multicultural Development, 27, 148e161.
There are 75 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Gülin Zeybek

Publication Date May 9, 2018
Acceptance Date April 11, 2018
Published in Issue Year 2018 Volume: 5 Issue: 1

Cite

APA Zeybek, G. (2018). Turkish EFL Pre-Service Teachers’ Motivation and Attitudes towards Pronunciation Instruction. SDU International Journal of Educational Studies, 5(1), 22-34. https://doi.org/10.33710/sduijes.376721
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ISSN:2148-9068