A Study on Pronunciation Anxiety of Pre-service ELT teachers

Year 2018, Volume: 22 Issue: Özel Sayı 2, 1813 - 1827, 22.10.2018

Hüseyin Kafes

Abstract

 Interest in pronunciation, one of the most frequently neglected aspects of language in language teaching and pedagogy, seems to have been heightened because of its role in speech perception and recognition. Another stimulus behind this revival is the observation that (mis)pronunciation is highly likely to cause embarrassment and apprehension. Despite these observations, little research has been devoted to pronunciation anxiety, especially in Turkey. Motivated by this need, this quantitative study aims to investigate pre-service EFL teachers’ English pronunciation anxiety. This study was conducted with the participation of 75 freshmen enrolled in an EFL program at a Turkish state university. The data were collected through the Foreign Language Pronunciation Anxiety (FLPA) at the beginning of the fall semester of 2017-2018 academic year. Parametric and on-parametric tests-independent sample t-test, Mann Whitney U test, One way ANOVA, Kruskall-Wallis H test-were run to answer the research questions. All of the participants had moderate pronunciation anxiety, which varied according to participants’ gender, prior English education, perceived level of pronunciation skills, and perceived level of pronunciation anxiety.The results of this study have implications for policy makers, materials designers, language instructors, and students as well.

Keywords

Anxiety, self-confidence, teacher trainee, freshmen

İngilizce Öğretmen Adaylarının Sesletim Kaygı Düzeyleri Üzerine Bir Çalışma

Abstract

Uygulamalı Dilbilim ve dil eğitiminde dilin en çok ihmal edilen yönlerinden biri olan sesletime olan ilgi, sesletimin konuşucunun doğru algılanmasındaki öneminin farkına varılmasına paralel olarak giderek artmış gibi görünmektedir. Bu yeniden canlanmanın ardındaki diğer bir neden de yanlış sesletimin konuşucuda endişeye ve utanmaya neden olma ihtimalinin yüksek olması durumudur. Bu gözlemlere rağmen, ulaşabilen alan yazında özellikle Türkiye'de yabancı dil öğretimi boyutunda sesletim kaygısına yönelik çok az araştırma yapıldığı görülmektedir. Söz konusu bu ihtiyaçtan yola çıkarak bu açımlayıcı durum çalışması ile İngiliz Dili Eğitimi bölümü öğrencilerinin İngilizce sesletim kaygısını araştırmayı amaçlanmaktadır. Çalışma, Türkiye’deki bir devlet üniversitesinin İngiliz Dili Eğitimi Anabilim dalında İngilizce eğitimi alan (75) 1. Sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Araştırmanın verileri 2017-2018 akademik yılı güz yarıyılı başında Yabancı Dil Sesletim Kaygı  (FLPA) ölçeği kullanılarak toplanmıştır. Parametrik ve parametrik olmayan testlerden bağımsız örneklem t-testi, Mann Whitney U testi, One way ANOVA, Kruskall-Wallis H testleri kullanılmıştır. Çalışmaya katılan öğrencilerin Lise eğitimleri sürecinde dil sınıfında bulunmalarının,  üniversitede İngilizce hazırlık sınıfında İngilizce öğrenim görmelerinin,  sesletim becerileri öz algıları ve sesletim öz algılarının sesletim kaygı düzeyleri üzerinde etkileri olduğu saptanmıştır. Bu çalışmanın sonuçlarının öğretmen yetiştirme program geliştiricileri, materyal tasarımcıları, yabancı dil öğretmeni yetiştiricileri ve yabancı dil öğretmen adayları için sesletim kaygı düzeylerini belirleyerek bu kaygıları ortadan kaldıracak önlemler almalarında yardımcı olması umulmaktadır.

Keywords

Öğretmen adayı, sesletim, özgüven, Kaygı

References

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