YABANCI DİL OLARAK İNGİLİZCE OKUTMANLARININ TÜRKİYE'DE TELAFFUZA İLİŞKİN BİLGİLERİ, İNANÇLARI VE SINIF İÇİ UYGULAMALARI

Abstract

Bu çalışma, İngilizce eğitmenlerinin telaffuzla ilgili bakış açılarını ve uygulamalarını araştırmıştır. Çevrimiçi anket çalışmasına Türkiye'deki 25 farklı üniversiteden 95 İngilizce eğitmeni katılmıştır. Sonuçlar, çoğu eğitmenin telaffuz öğretimi konusunda uygun eğitimden yoksun olduğunu göstermiştir. Katılımcıların birçoğu telaffuz öğretiminin ikinci dil edinimindeki önemine inanmakla birlikte, bu konuya sınıfta sınırlı zaman ayırmışlardır. Telaffuz öğretimi için büyük ölçüde ders kitaplarına güvenmişlerdir. Telaffuz öğretiminde eğitmenler, öğrencilerin aksanlarını ortadan kaldırmak yerine anlaşılır hale getirmeyi amaçlamış ve bu nedenle anlaşılırlığı olumsuz etkileyen telaffuz hatalarını düzeltme eğiliminde olmuşlardır. Bununla birlikte, telaffuz çoğu eğitmen tarafından değerlendirmede sıklıkla göz ardı edilmiştir. Bulgular göz önünde bulundurulduğunda, çalışma, telaffuzun ders kitaplarına ve müfredata daha yoğun ve etkili bir şekilde dahil edilmesi için çıkarımlarda bulunmaktadır. Bulgular ayrıca, İngilizce öğretmenleri için telaffuz konusunda geliştirilmiş eğitim programlarına ihtiyaç olduğunu ortaya koymaktadır.

Keywords

• Yabancı dil olarak İngilizce
• ikinci dil telaffuzu
• ikinci dil edini

EFL INSTRUCTORS’ KNOWLEDGE, BELIEFS, AND CLASSROOM PRACTICES REGARDING PRONUNCIATION IN TÜRKİYE*

Abstract

The present study investigated EFL instructors’ perspectives and practices regarding pronunciation. Ninety-five EFL instructors from 25 different universities in Türkiye participated in the online survey study. The results showed that most instructors lacked proper training in teaching pronunciation. While many of the participants believed in the importance of teaching pronunciation in SLA, they allocated limited class time to it. They relied heavily on textbooks for teaching pronunciation. In teaching pronunciation, instructors aimed at making learners intelligible rather than eliminating their accents, and therefore they tended to correct pronunciation errors that negatively affect intelligibility. However, pronunciation was frequently ignored in the assessment by most instructors. Considering the findings, the study has implications for the inclusion of pronunciation in textbooks and curricula more intensively and effectively. The findings also reveal that there is a need for improved training programs for EFL instructors on pronunciation.

Keywords

• EFL
• L2 pronunciation
• SLA

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