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Türkçede Bulunan Hint-Avrupa Dil Ailesine Ait Kelimelerin İngilizce Konuşan Türkler Tarafından İngilizce Telaffuzunda Sözcük Vurgusu Analizi

Yıl 2020, Cilt: 15 - Sayı: 10 Yıl Özel Sayısı, 4739 - 4767, 30.06.2020
https://doi.org/10.26466/opus.682025

Öz

Bu çalışma, Türkçe konuşanlar tarafından Hint-Avrupa dil ailesinden Türkçeye geçen kelimelerin İngilizce telaffuzundaki sözcük vurgusu yerleşimini incelemiştir. Odaksıl vurgunun yanlış kullanılması iletişimde bozulmalara neden olabileceğinden, bürünsel özellikler konusunda farkındalığın arttırılması amaçlanmıştır. Bu araştırmanın örneklemini Türkiye’deki bir devlet üniversitesinin İngilizce Öğretmenliği Bölümünden 20 öğrenci ve ana dili İngilizce olan 10 katılımcı oluşturmaktadır. Türk katılımcılar, İngilizcenin sözcük vurgusu kalıpları üzerine verilen eğitimin etkilerini gözlemlemek amacıyla iki gruba ayrılmıştır. Katılımcılardan konuşmaları kaydedilirken 30 aktarma sözcüğü tek tek ve cümle içerisinde okumaları istenmiştir. Katılımcıların odaksıl vurguyu nereye koyduğunu belirlemek için ses dosyaları Praat aracılığıyla analiz edilmiş, her bir kelime için odaksıl vurgu yerleşiminin doğruluğu IPA transkripsiyonlarına göre belirlenmiştir. Çalışmanın bulguları ana dili İngilizce olanlar ile Türkçe olanlar arasında odaksıl vurgunun yerleştirilmesinde istatistiksel olarak anlamlı bir fark olduğunu ortaya koymuştur. Türk katılımcıların odaksıl vurgu yerleşiminde negatif yönlü aktarım olduğu belirlenmiştir. Eğitimi alan katılımcıların önemli bir ilerleme kaydettiği görülmüştür. Yapılan analizler sonucunda izole edilmiş kelimeler ile bu kelimelerin cümle içerisindeki kullanımları arasında vurgu yerleşimi bakımından istatistiksel olarak anlamlı bir fark bulunamamıştır. Bu çalışmanın bulguları, dil öğretmenlerinin, her seviyedeki öğrencilerine bu zorlukları ortadan kaldıracak etkili kaynaklar ve materyaller oluşturmaları için bir araç olabilir

Kaynakça

  • Ahmad, Y. B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. SHS Web of Conferences, 42, 00048. doi: 10.1051/shsconf/20184200048
  • Aitchison, J. (1994). Understanding words. In G. Brown, K. Malmkjoer, A. Pollitt, & J. Williams (Eds.), Language and understanding (p. 81-96). Oxford: Oxford University Press.
  • Aktaş, E. (2015). Türkçe alıntı sözcüklerde vurgu görünümleri Unpublished master's thesis. Ankara / Ankara Üniversitesi. Retrieved May, 5, 2019 from https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=WBc656i315e2eV6-EZV1om26_9R8BBIMgoWwzSBl7pRbwcMpkYlNE7uj-PjCrDla
  • Benrabah, M. (1997). Word stress – A source of unintelligibility in English. International Review of Applied Linguistics, 35(3), 157–165. https://doi.org/10.1515/iral.1997.35.3.157
  • Boersma, P., and Weenink, D. (2007). Praat: Doing phonetics by computer. Retrieved from http://www.fon.hum.uva.nl/praat/
  • Bongaerts, T., Planken, B., and Schils, E. (1995). Can late starters attain a native accent in a foreign language? A test of the critical period hypothesis. The age factor in second language acquisition, 30-50.
  • Bongaerts, T., Summeren, C. V., Planken, B. and Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19, 447-65. https://doi.org/10.1017/S0272263197004026
  • Burke, D. M., and Shafto, M. A. (2004). Aging and language production. Current Directions in Psychological Science, 13(1), 21–24. https://doi.org/10.1111/j.0963- 7214.2004.01301006.x
  • Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996). Teaching pronunciation. A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
  • Celce-Murcia, M., Brinton, D., and Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. New York, NY: Cambridge University Press.
  • Çelik, M. (2007) Linguistics for students of English: Book 1. Ankara: EDM
  • Cutler, A. and Clifton, C., Jr. (1984). The use of prosodic information in word recognition. In H. Bouma & D. G. Bowhuis (Eds.), Attention and performance X: Control of language processes (p. 183-196). Hillsdale, NJ: Erlbaum.
  • Cutler, A. (1983). Speaker's conception of the function of prosody. In A. Cutler & D. R. Ladd. Prosody: Models and Measurements. Berlin, Heidelberg, (p.79-92). New York, Tokyo, Springer-Verlag: https://doi.org/10.1007/978-3-642-69103-4_7
  • Cutler, A. (2015). Lexical stress in English pronunciation. The handbook of English pronunciation, 106-124. https://doi.org/10.1002/9781118346952.ch6
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543. https://doi.org/10.2307/3588494
  • Demirezen, M. and Sarıçoban, A. (2008) “The English word stress recognition and productionas fossilized articulation errors of Turkish students and teachers,” WCCI 13th WorldConference in Education: 2nd Biennial World Conference, September 2-6.
  • Demirezen, M. (2009). An analysis of the problem-causing elements of intonation for Turkish teachers of English. Procedia - Social and Behavioral Sciences, 1(1), 2776-2781. doi:10.1016/j.sbspro.2009.01.492
  • Demirezen, M. (2010a). The Perception and articulation of the schwa phoneme in English as a fossilized pronunciation error for the first year Turkish students of English language education. Conference Proceedings: The 6th International ELT Research Conference, 371-376.
  • Demirezen, M. (2010b). Why the schwa sound is a problem for Turkish students of English language education? Conference Proceedings: The 6th International ELT Research Conference, 371-376.
  • Demirezen, M. (2010c). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia - Social and Behavioral Sciences, 2 (2), 1567-1571.
  • Demirezen, M. (2012a). Word stress and vocabulary item relations in teacher training. Hacettepe University Journal of Education, 1(Special issue), 112-123.
  • Demirezen, M. (2012b). Demonstration of problems of lexical stress on the pronunciation Turkish English teachers and teacher trainees by computer. Procedia - Social and Behavioral Sciences, 46, 3011-3016. doi:10.1016/j.sbspro.2012.05.606
  • Demirezen, M. (2016). Perception of nuclear stress in vocabulary items in teacher education in terms of shadow listening. Procedia - Social and Behavioral Sciences, 232, 537- 546. doi:10.1016/j.sbspro.2016.10.074
  • Derwing, T. M., and Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. Tesol Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486
  • Dickerson, W. (1994). Empowering students with predictive skills. In (Ed.) J. Morley. Pronunciation pedagogy and theory: New views, new directions (p. 17-35). Bloomington, IL: TESOL, Inc.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Eckman, F. R., Elreyes, A. M., and Iverson G. K. (2003). Some principles of second language phonology. Second Language Research, 19, 169-208. https://doi.org/10.1191/0267658303sr2190a
  • Fenyvesi, A., and Zsigri, G. (2006). The role of perception in loanword adaptation: The fate of initial unstressed syllables in American Finnish and American Hungarian. SKY Journal of Linguistics, 19, 131-146.
  • Field, J. (2005). Intelligibility and the listener: The role of lexical Stress. TESOL Quarterly, 39(3), 399-423. https://doi.org/10.2307/3588487
  • Flege, J. and MacKay, I (2011). What accounts for “age” effects on overall degree of foreign accent? In M. Wrembel, M. Kul and Dziubalska-Kołaczyk, K. (Eds) Achievements and perspectives in the acquisition of second language speech: New Sounds 2010, Bern, Switzerland: Peter Lang, 65-82.
  • George, D., and Mallery, P. (2014). IBM SPSS; Statistics 21, Step by step, A simple guide, and reference (13th edition), London: Pearson Education.
  • Harmer, J. (2001). The practice of English language teaching. Essex: Longman. https://doi.org/10.1177/003368820103200109
  • Hayes, B. (1995) Metrical stress theory: Principles and case studies. Chicago & London: The University of Chicago Press.
  • Hişmanoğlu, M. (2012). Teaching word stress to Turkish EFL learners through internet-based video lessons. US-China Education Review, 2(1), 26-40.
  • Huang, B. H., and Jun, S. (2011). The effect of age on the acquisition of second language prosody. Language and Speech, 54(3), 387-414. https://doi.org/10.1177/0023830911402599
  • Hulst, H. van der (1999) ‘Word accent’, in Hulst, H. van der (ed) Word prosodic systems in the languages of Europe, (p.3-115). Berlin & New York: Mouton de Gruyter.
  • Jenkins, J. (2000). In Community, currency and the lingua franca core. TESOL Spain.
  • Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics. 23(1), 83-103. https://doi.org/10.1093/applin/23.1.83
  • Jenkins, J. (2005) Teaching pronunciation for English as a lingua franca: a sociopolitical perspective. In Claus Gnutzmann and Frauke Intemann (eds.), The globalisation of English and the English language classroom, (p.145–59). Tubingen: Narr.
  • JenniferESL. (n.d). Word Stress (1/4) - English Pronunciation [Video blog].. https://youtu.be/WX1rrFh4OZw
  • Johnson, R. B. and Christensen, L. (2004). Education research: Quantitative, qualitative, and mixed approaches. 2nd Edition. Boston: Allyn and Bacon.
  • Kabak, B., and Vogel, I. (2001). The phonological word and stress assignment in Turkish. Phonology, 18(3), 315-360. https://doi.org/10.1017/S0952675701004201
  • Kang, Y. (2010). Tutorial overview: Suprasegmental adaptation in loanwords. Lingua, 120(9), 2295-2310. https://doi.org/10.1016/j.lingua.2010.02.015
  • Krashen, S. D., Long, M. H., and Scarcella, R. C. (1982). Age, rate, and eventual attainment in second language acquisition. In S. Krashen, R. C. Scarcella, and M. Long (Eds.), Child-adult differences in second language acquisition, 161-172. Rowley, MA: Newbury House.
  • Krashen, S., Long, M. H., and Scarcella, R. (1979) Accounting for child–adult differences in second language rate and attainment. TESOL Quarterly, 13, 573–82. https://doi.org/10.2307/3586451
  • Lenneberg, E. H. (1967). Biological foundations of language. NY: Wiley. https://doi.org/10.1080/21548331.1967.11707799
  • Lewis, G. L. (2001). Turkish grammar (2nd ed.). New York: Oxford University Press.
  • Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88, 557–567. https://doi.org/10.2307/20063159
  • Major, R. C. (2001). Foreign accent: The ontogeny and phylogeny of second language phonology. NY: Lawrence Erlbaum. https://doi.org/10.4324/9781410604293
  • Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11–28. https://doi.org/10.1207/s15516709cog1401_2
  • Oller, J. W., and Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189. https://doi.org/10.1111/j.1467- 1770.1970.tb00475.x
  • Orion, G. F. (1997). Pronouncing American English: Sounds, stress and intonation (2nd ed.). Boston: Heinle.
  • Özkan, H. (2010). Teaching word stress to ELT freshman students through computers. Master’s Thesis, Department of English Language Teaching, Institute of Social Sciences, Hacettepe University, Ankara.
  • Patkowski, M. S. (1990). Age and accent in a second language: A reply to James Emil Flege. Applied Linguistics, 11(1), 73-89. https://doi.org/10.1093/applin/11.1.73
  • Rachel’s English. (2011, May 3). English Pronunciation: Stressed Syllables within a Word -- American Accent [Video blog]. YouTube. https://youtu.be/sxWDDBi3e8o
  • Richards, J. C., and Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd Ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
  • Saito, K. (2015). Experience effects on the development of late second language learners’ oral proficiency. Language Learning, 65(3), 563–595. https://doi.org/10.1111/lang.12120
  • Sanders, L., Yamada, Y. and Neville, H. J. (1999). Speech segmentation by native and non-native speakers: An ERP study. Society for Neuroscience Abstracts, 25, 358.
  • Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Cambridge [England]: Newbury House.
  • Sezer, E. (1983). On non-final stress in Turkish. Journal of Turkish Studies, 5, 61-69.
  • Slowiaczek, L. (1990). Effects of lexical stress in auditory word recognition. Language & Speech, 33(1), 47-68. https://doi.org/10.1177/002383099003300104
  • Varol, M. (2012). The influence of Turkish sound system on English pronunciation. Unpublished master's thesis, The Florida State University. Retrieved August 24, 2017, from http://diginole.lib.fsu.edu/islandora/object/fsu:185056/datastream/PDF/view

An Analysis of Lexical Stress in English Pronunciation of Indo-European Words Loaned to Turkish by Turkish Speakers of English

Yıl 2020, Cilt: 15 - Sayı: 10 Yıl Özel Sayısı, 4739 - 4767, 30.06.2020
https://doi.org/10.26466/opus.682025

Öz

This study investigated lexical stress placement in English pronunciation of Indo-European words loaned to Turkish by Turkish speakers of English. We aimed to increase awareness of prosodic features since misusage of primary stress causes breakdowns in communication. The sample consists of 20 students in the ELT Department of a public university in Turkey and 10 native English speakers. The non-native speakers were divided into two groups for the purpose of observing the effect of treatment on lexical stress patterns of English. The participants were asked to read 30 tokens in isolation and in sentences while their speech were being recorded. The audio files were analyzed through Praat to determine where the participants placed primary stress. The accuracy of primary stress placement for each word was determined according to IPA transcriptions. The findings of the study revealed that there is a statistically significant difference in the accuracy of primary stress placement between native speakers and Turkish speakers of English. Negative L1 transfer was detected in the placement of lexical stress in the recordings of Turkish participants. The results showed that the participants receiving the treatment made significant progress. Furthermore, no statistically significant difference was found between isolated and in-sentence utterances. The findings of this study can serve as a tool for language teachers to create materials and effective resources that eliminate these difficulties for NNSs at any level of language education.

Kaynakça

  • Ahmad, Y. B. (2018). Teaching English pronunciation of suprasegmental features on students of English education. SHS Web of Conferences, 42, 00048. doi: 10.1051/shsconf/20184200048
  • Aitchison, J. (1994). Understanding words. In G. Brown, K. Malmkjoer, A. Pollitt, & J. Williams (Eds.), Language and understanding (p. 81-96). Oxford: Oxford University Press.
  • Aktaş, E. (2015). Türkçe alıntı sözcüklerde vurgu görünümleri Unpublished master's thesis. Ankara / Ankara Üniversitesi. Retrieved May, 5, 2019 from https://tez.yok.gov.tr/UlusalTezMerkezi/TezGoster?key=WBc656i315e2eV6-EZV1om26_9R8BBIMgoWwzSBl7pRbwcMpkYlNE7uj-PjCrDla
  • Benrabah, M. (1997). Word stress – A source of unintelligibility in English. International Review of Applied Linguistics, 35(3), 157–165. https://doi.org/10.1515/iral.1997.35.3.157
  • Boersma, P., and Weenink, D. (2007). Praat: Doing phonetics by computer. Retrieved from http://www.fon.hum.uva.nl/praat/
  • Bongaerts, T., Planken, B., and Schils, E. (1995). Can late starters attain a native accent in a foreign language? A test of the critical period hypothesis. The age factor in second language acquisition, 30-50.
  • Bongaerts, T., Summeren, C. V., Planken, B. and Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19, 447-65. https://doi.org/10.1017/S0272263197004026
  • Burke, D. M., and Shafto, M. A. (2004). Aging and language production. Current Directions in Psychological Science, 13(1), 21–24. https://doi.org/10.1111/j.0963- 7214.2004.01301006.x
  • Celce-Murcia, M., Brinton, D. M., and Goodwin, J. M. (1996). Teaching pronunciation. A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press.
  • Celce-Murcia, M., Brinton, D., and Goodwin, J. M. (2010). Teaching pronunciation: A course book and reference guide. New York, NY: Cambridge University Press.
  • Çelik, M. (2007) Linguistics for students of English: Book 1. Ankara: EDM
  • Cutler, A. and Clifton, C., Jr. (1984). The use of prosodic information in word recognition. In H. Bouma & D. G. Bowhuis (Eds.), Attention and performance X: Control of language processes (p. 183-196). Hillsdale, NJ: Erlbaum.
  • Cutler, A. (1983). Speaker's conception of the function of prosody. In A. Cutler & D. R. Ladd. Prosody: Models and Measurements. Berlin, Heidelberg, (p.79-92). New York, Tokyo, Springer-Verlag: https://doi.org/10.1007/978-3-642-69103-4_7
  • Cutler, A. (2015). Lexical stress in English pronunciation. The handbook of English pronunciation, 106-124. https://doi.org/10.1002/9781118346952.ch6
  • Dauer, R. M. (2005). The lingua franca core: A new model for pronunciation instruction? TESOL Quarterly, 39(3), 543. https://doi.org/10.2307/3588494
  • Demirezen, M. and Sarıçoban, A. (2008) “The English word stress recognition and productionas fossilized articulation errors of Turkish students and teachers,” WCCI 13th WorldConference in Education: 2nd Biennial World Conference, September 2-6.
  • Demirezen, M. (2009). An analysis of the problem-causing elements of intonation for Turkish teachers of English. Procedia - Social and Behavioral Sciences, 1(1), 2776-2781. doi:10.1016/j.sbspro.2009.01.492
  • Demirezen, M. (2010a). The Perception and articulation of the schwa phoneme in English as a fossilized pronunciation error for the first year Turkish students of English language education. Conference Proceedings: The 6th International ELT Research Conference, 371-376.
  • Demirezen, M. (2010b). Why the schwa sound is a problem for Turkish students of English language education? Conference Proceedings: The 6th International ELT Research Conference, 371-376.
  • Demirezen, M. (2010c). The causes of the schwa phoneme as a fossilized pronunciation problem for Turks. Procedia - Social and Behavioral Sciences, 2 (2), 1567-1571.
  • Demirezen, M. (2012a). Word stress and vocabulary item relations in teacher training. Hacettepe University Journal of Education, 1(Special issue), 112-123.
  • Demirezen, M. (2012b). Demonstration of problems of lexical stress on the pronunciation Turkish English teachers and teacher trainees by computer. Procedia - Social and Behavioral Sciences, 46, 3011-3016. doi:10.1016/j.sbspro.2012.05.606
  • Demirezen, M. (2016). Perception of nuclear stress in vocabulary items in teacher education in terms of shadow listening. Procedia - Social and Behavioral Sciences, 232, 537- 546. doi:10.1016/j.sbspro.2016.10.074
  • Derwing, T. M., and Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. Tesol Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486
  • Dickerson, W. (1994). Empowering students with predictive skills. In (Ed.) J. Morley. Pronunciation pedagogy and theory: New views, new directions (p. 17-35). Bloomington, IL: TESOL, Inc.
  • Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Eckman, F. R., Elreyes, A. M., and Iverson G. K. (2003). Some principles of second language phonology. Second Language Research, 19, 169-208. https://doi.org/10.1191/0267658303sr2190a
  • Fenyvesi, A., and Zsigri, G. (2006). The role of perception in loanword adaptation: The fate of initial unstressed syllables in American Finnish and American Hungarian. SKY Journal of Linguistics, 19, 131-146.
  • Field, J. (2005). Intelligibility and the listener: The role of lexical Stress. TESOL Quarterly, 39(3), 399-423. https://doi.org/10.2307/3588487
  • Flege, J. and MacKay, I (2011). What accounts for “age” effects on overall degree of foreign accent? In M. Wrembel, M. Kul and Dziubalska-Kołaczyk, K. (Eds) Achievements and perspectives in the acquisition of second language speech: New Sounds 2010, Bern, Switzerland: Peter Lang, 65-82.
  • George, D., and Mallery, P. (2014). IBM SPSS; Statistics 21, Step by step, A simple guide, and reference (13th edition), London: Pearson Education.
  • Harmer, J. (2001). The practice of English language teaching. Essex: Longman. https://doi.org/10.1177/003368820103200109
  • Hayes, B. (1995) Metrical stress theory: Principles and case studies. Chicago & London: The University of Chicago Press.
  • Hişmanoğlu, M. (2012). Teaching word stress to Turkish EFL learners through internet-based video lessons. US-China Education Review, 2(1), 26-40.
  • Huang, B. H., and Jun, S. (2011). The effect of age on the acquisition of second language prosody. Language and Speech, 54(3), 387-414. https://doi.org/10.1177/0023830911402599
  • Hulst, H. van der (1999) ‘Word accent’, in Hulst, H. van der (ed) Word prosodic systems in the languages of Europe, (p.3-115). Berlin & New York: Mouton de Gruyter.
  • Jenkins, J. (2000). In Community, currency and the lingua franca core. TESOL Spain.
  • Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics. 23(1), 83-103. https://doi.org/10.1093/applin/23.1.83
  • Jenkins, J. (2005) Teaching pronunciation for English as a lingua franca: a sociopolitical perspective. In Claus Gnutzmann and Frauke Intemann (eds.), The globalisation of English and the English language classroom, (p.145–59). Tubingen: Narr.
  • JenniferESL. (n.d). Word Stress (1/4) - English Pronunciation [Video blog].. https://youtu.be/WX1rrFh4OZw
  • Johnson, R. B. and Christensen, L. (2004). Education research: Quantitative, qualitative, and mixed approaches. 2nd Edition. Boston: Allyn and Bacon.
  • Kabak, B., and Vogel, I. (2001). The phonological word and stress assignment in Turkish. Phonology, 18(3), 315-360. https://doi.org/10.1017/S0952675701004201
  • Kang, Y. (2010). Tutorial overview: Suprasegmental adaptation in loanwords. Lingua, 120(9), 2295-2310. https://doi.org/10.1016/j.lingua.2010.02.015
  • Krashen, S. D., Long, M. H., and Scarcella, R. C. (1982). Age, rate, and eventual attainment in second language acquisition. In S. Krashen, R. C. Scarcella, and M. Long (Eds.), Child-adult differences in second language acquisition, 161-172. Rowley, MA: Newbury House.
  • Krashen, S., Long, M. H., and Scarcella, R. (1979) Accounting for child–adult differences in second language rate and attainment. TESOL Quarterly, 13, 573–82. https://doi.org/10.2307/3586451
  • Lenneberg, E. H. (1967). Biological foundations of language. NY: Wiley. https://doi.org/10.1080/21548331.1967.11707799
  • Lewis, G. L. (2001). Turkish grammar (2nd ed.). New York: Oxford University Press.
  • Lord, G. (2005). (How) can we teach foreign language pronunciation? On the effects of a Spanish phonetics course. Hispania, 88, 557–567. https://doi.org/10.2307/20063159
  • Major, R. C. (2001). Foreign accent: The ontogeny and phylogeny of second language phonology. NY: Lawrence Erlbaum. https://doi.org/10.4324/9781410604293
  • Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11–28. https://doi.org/10.1207/s15516709cog1401_2
  • Oller, J. W., and Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189. https://doi.org/10.1111/j.1467- 1770.1970.tb00475.x
  • Orion, G. F. (1997). Pronouncing American English: Sounds, stress and intonation (2nd ed.). Boston: Heinle.
  • Özkan, H. (2010). Teaching word stress to ELT freshman students through computers. Master’s Thesis, Department of English Language Teaching, Institute of Social Sciences, Hacettepe University, Ankara.
  • Patkowski, M. S. (1990). Age and accent in a second language: A reply to James Emil Flege. Applied Linguistics, 11(1), 73-89. https://doi.org/10.1093/applin/11.1.73
  • Rachel’s English. (2011, May 3). English Pronunciation: Stressed Syllables within a Word -- American Accent [Video blog]. YouTube. https://youtu.be/sxWDDBi3e8o
  • Richards, J. C., and Rodgers, T. S. (2001). Approaches and methods in language teaching. (2nd Ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667305
  • Saito, K. (2015). Experience effects on the development of late second language learners’ oral proficiency. Language Learning, 65(3), 563–595. https://doi.org/10.1111/lang.12120
  • Sanders, L., Yamada, Y. and Neville, H. J. (1999). Speech segmentation by native and non-native speakers: An ERP study. Society for Neuroscience Abstracts, 25, 358.
  • Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Cambridge [England]: Newbury House.
  • Sezer, E. (1983). On non-final stress in Turkish. Journal of Turkish Studies, 5, 61-69.
  • Slowiaczek, L. (1990). Effects of lexical stress in auditory word recognition. Language & Speech, 33(1), 47-68. https://doi.org/10.1177/002383099003300104
  • Varol, M. (2012). The influence of Turkish sound system on English pronunciation. Unpublished master's thesis, The Florida State University. Retrieved August 24, 2017, from http://diginole.lib.fsu.edu/islandora/object/fsu:185056/datastream/PDF/view
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Duygu Evis 0000-0002-0137-2151

Mehmet Kılıç 0000-0002-7845-0349

Yayımlanma Tarihi 30 Haziran 2020
Kabul Tarihi 30 Haziran 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 15 - Sayı: 10 Yıl Özel Sayısı

Kaynak Göster

APA Evis, D., & Kılıç, M. (2020). An Analysis of Lexical Stress in English Pronunciation of Indo-European Words Loaned to Turkish by Turkish Speakers of English. OPUS International Journal of Society Researches, 15(1), 4739-4767. https://doi.org/10.26466/opus.682025