Bürünsel Konuşma Öğelerinin Algılanması: Yabancı Dil Olarak İngilizce Öğrenenler için Sözce Sonu Ezgi ve Sözcük Vurgusu

Öz

İkinci dilde (D2) anlaşılabilir bir sesletimin edinilmesi konuşma öğelerine yönelik algı ve üretim süreçlerinin başarılı biçimde yönetilmesini gerekli kılmaktadır. Bu noktada, bürünsel öğelerin, özel olarak da ezgi ve sözcük vurgusu büyük bir öneme sahiptir. Bu çalışma, Türkiye yükseköğretim bağlamında yabancı dil olarak İngilizce öğrenenlerin (N=125) tanılayıcı dinleme algısı testindeki yanıtları üzerinden ezgi ve sözcük vurgusu sonuçlarını incelemektedir. Ulaşılan bulgular, katılımcıların sözce sonu ezgi görünümlerini tanılamada, sözcük vurgusu maddelerine oranla daha başarılı olduklarını ancak her iki alanda da belirli zorluklar yaşadıkları göstermektedir. Sonuçlar, özellikle wh- / how sorularında belirginleşen alçalan ezgi görünümlerinde elde edilen puanların görece daha düşük olduğunu göstermekte ve ezginin işlenmesindeki karmaşık görüntüyü ortaya koymaktadır. Ek olarak, sözcük vurgusu doğruluğunun, seslem sayısı arttıkça azaldığı belirlenmiştir. Ezgi ve sözcük vurgusu puanları arasında anlamlı bir bağıntıya ise ulaşılamamıştır. Sonuçlar, ezgi ve sözcük vurgusunun ayrı ancak bağlantılı boyutlar olduklarını, D2 ses dizgesinin bu önemli bileşenlerinin sağlıklı biçimde ele alınabilmeleri için etkili öğretim yaklaşımlarına gereksinim bulunduğunu göstermektedir.

Anahtar Kelimeler

• bürün
• ezgi
• sözcük vurgusu
• tanılayıcı değerlendirme
• yabancı dil olarak İngilizce

Perception of Prosodic Speech Features: Final Intonation and Word Stress for EFL Learners

Abstract

The acquisition of intelligible pronunciation in a second language (L2) hinges on successfully managing the perception and production of speech features. In this regard, prosodic speech features, particularly intonation and word stress are of critical importance. This study investigates the diagnostic perception test results of the learners of English as a Foreign Language (EFL) (N=125) in Turkish higher education context, analyzing their scores on intonation and word stress sections. The results reveal that participants performed better on identifying final intonation patterns compared to word stress items while both areas demonstrated certain challenges. Scores were lower for items with final falling intonation, particularly evident in interrogative wh- / how questions, suggesting complexities in processing this feature. Additionally, word stress accuracy decreased with increasing syllable count. No significant correlation was observed between intonation and word stress scores. These findings highlight the importance of recognizing intonation and word stress as distinct yet interconnected aspects of pronunciation, calling for effective instructional approaches to address these key components of L2 sound system.

Keywords

• prosody
• intonation
• word stress
• diagnostic assessment
• English as a foreign language

Kaynakça

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