İNGİLİZ DİLİ EĞİTİMİ ÖĞRENCİLERİ VE ÖĞRETİM ELEMANLARININ TELAFFUZ EĞİTİMİ HAKKINDAKİ GÖRÜŞLERİ: TÜRKİYE’DEKİ BİR İNGİLİZ DİLİ EĞİTİMİ BÖLÜMÜ ÖRNEĞİ

Öz

Telaffuz eğitimi, dil öğretim/öğrenim süreçlerinin ayrılmaz bir parçasıdır. Bu çalışmanın amacı İngiliz Dili Eğitimi bölümlerindeki öğrenciler ile öğretim elemanlarının İngilizcenin telaffuzu hakkındaki görüşlerini araştırmaktır. Çalışmada, katılımcıların telaffuz eğitimi hakkındaki görüşlerini sorgulayan Likert tipi maddelerden oluşan bir anket hazırlanarak Türkiye’de bir İngiliz Dili Eğitimi bölümündeki 125 öğrenci ve 6 öğretim elemanına uygulanmıştır. Buna ilaveten, öğretim elemanlarının konu hakkındaki görüşlerini daha derinden incelemek amacıyla kendileriyle yarı yapılandırılmış görüşme yoluyla görüşme yapılmıştır. Öğretim elemanları, ağır aksanların kullanımının İngilizceyi ikinci dil olarak kullanan konuşmacılar arasında ayrımcılık etkisi yarattığını ifade ederken telaffuz becerisinin öğretiminde bir yaş sınırı olduğu görüşüne katılmışlardır, ancak öğrenciler bu iki husus hakkında kararsız kalmışlardır. Bunlara ilaveten, öğretim elemanları ile öğrenciler arasında, cinsiyetler arasında, öğrencilerin eğitim seviyeleri arasında ve katılımcıların sahip olduğu ana dillerin sayıları arasında öğretim elemanları ile öğrencilerin görüşleri bakımından anlamlı bir fark bulunamamıştır. Sonuç olarak, yapılan analizde (i) öğretim elemanları ve öğrencilerin telaffuz konusunda farklı görüşlere sahip olduğu, (ii) telaffuzun zor yönleri konusundaki görüşlerinin birbirinden farklı olduğu ve (iii) öğretim elemanlarının telaffuz öğretimindeki/öğrenimindeki süreçlerde kısır bir döngü olduğu görüşünü savundukları görülmüştür.

Anahtar Kelimeler

• Aksan
• Gönülsüzlük
• Telaffuz
• Öğretim
• Öğrenim

ELT Students’ and Lecturers’ Beliefs About Pronunciation Instruction: The Case of a Turkish ELT Department

Öz

Pronunciation instruction is an integral part of language teaching/learning processes. The aim of this study was to explore ELT students’ and lecturers’ beliefs on the learning and teaching of English pronunciation. A questionnaire containing Likert-type items probing the participants’ views on pronunciation instruction was designed and administered to 125 students and 6 lecturers at an ELT department in Turkey. Additionally, the lecturers were interviewed via a semi-structured interview so as to gain a deeper insight into the subject matter. The lecturers stated that heavy accents have a discriminating effect among ESL speakers and they also strongly agreed with the idea that there exists an age limit in the learnability of pronunciation, while the students remained unsure about these two notions. Additionally, no significant difference was found between the lecturers and students, between genders, among the educational levels of the students, and the numbers of participants’ native languages with regard to lecturers’ and students’ beliefs on pronunciation instruction. As for the conclusion, the analysis of the data revealed that (i) lecturers and students held different attitudes towards pronunciation, (ii) their perceptions on the challenges in pronunciation differed from each other, and (iii) lecturers believed that there was a vicious circle in the process of teaching/learning pronunciation.

Anahtar Kelimeler

• accent
• reluctance
• pronunciation
• teaching
• learning

Kaynakça

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