What is needed for correct pronunciation: a model or a concern?

Problem Durumu: Telaffuz eğitiminde, doğal konuşmacı olmayanları idealizmin ya- rattığı sıkıntıdan kurtaracağını vadeden evrensel telaffuzun mu yoksa doğala-yakın telaffuzun mu benimsenmesi gerektiği konusundaki tartışmalar kısmen ivme kay- betmiş olsa da, telaffuz öğretiminde ve telaffuz hatalarının düzeltilmesinde karşılaşı- lan sorunlar yabancı dil öğretmenleri için hala problem arz etmektedir. Araştırmanın Amacı: Bu araştırmanın amacı, tek derste telaffuz hatalarına çare olarak tasarlanmış Duy-seslet Yöntemi’nin üniversite öğrencilerinin İngilizcedeki peltek t /Ө/ ve peltek d /ð/ sesleriyle ilgili telaffuz hatalarının giderilmesi konusunda uzun vadedeki etkililiği incelemektir. Aynı zamanda çalışmada öğrencilerin telaffuz konu- sundaki tutumlarının tespit edilmesi de amaçlanmaktadır. Araştırmanın Yöntemi: Bu çalışma yarı-deneysel yönteme göre yapılandırılmıştır. Ça- lışmaya, 18’i deney gurubunda 18’i gözlem gurubunda olmak üzere toplam 36 üni- versite öğrencisi katılmıştır. Çalışmada ön-test, son-test modeli kullanılmış ve uygu- lanan deneysel yöntemin uzun vadeli etkilerinin incelenmesi amacıyla son-testten dört hafta sonra geciktirmeli test uygulanmıştır. Ön-testin ardından deney gurubun daki öğrenciler 50+50 dakikalık Duy-seslet Yöntemine göre planlanmış deneysel der- se katılmışlardır. Duy-seslet Yöntemi 50 dakikalık bir ders planından oluşmaktadır fakat bu çalışmada ders planı ilave alıştırma ve videolarla desteklenerek 50+50 daki- kalık ders şeklinde planlanmıştır. Dersler birbirini takip edecek şekilde iki ayrı gün- de yapılmıştır. Deneyin ardından katılımcıların tamamına son-test uygulanmıştır. Son-test ile geciktirilmiş test arasındaki dört haftalık dönemde öğrencilerin hedef ses- leri telaffuz edip etmediklerini kontrol etmek amacıyla sınıf içi yapılandırılmış göz- lem yapılmıştır. Dördüncü hafta sonunda öğrencilerin tamamı geciktirilmiş teste ka- tılmıştır. Çalışmada kullanılan testler iki bölümden oluşmaktadır, ilk kısımda hedef sesler olan peltek t /Ө/ ve peltek d / ð / seslerini içeren bir tablonun okunması ve ikinci kısımda da yine bu sesleri içeren ortalama 200 kelimelik bir okuma parçasının okunması yer almaktadır. Hem tablo hem de okuma parçası aynı oranda hedef ses içeren kelimelerden oluşmaktadır. Tüm testlerde aynı kelimelerden oluşturulan okuma parçaları ve tablolar kullanılmıştır. Tabloda ve okuma parçasında ayrı ayrı olmak üzere peltek t /Ө/’nin kelimenin başında, ortasında ve sonunda kullanıldığı 15 sözcük ve aynı şekilde peltek d / ð /’nin kelimenin başında, ortasında ve sonunda kullanıldığı 15 sözcük yer almaktadır. Veriler bilgisayara kaydedilmiş ve üç araştır- macı tarafından puanlanmıştır. Araştırmacıların puanlamaları arasındaki korelasyo- nun güvenirliği Wendall’s K, SPSS 13.0 ile ölçülmüştür. Verilerin analizi “One- sample t-test” ve “Descriptive Statistics” teknikleriyle yapılmış ve SPSS 13.0 progra- mı kullanılmıştır. Sonuçların yorumlanmasında p0.02). Çalışmanın sonucunda deney gurubundaki öğrencilerim ön-test ve son-test puanları arasında istatistiksel açıdan pozitif fark görülmüştür (p=0.006

Telaffuz eğitimi bir model ya da ilgi sorunu mu?

Problem Statement: Although the debate on adopting native-like pronunciation or a universal pronunciation is a change that can save non- natives from embarrassment appears to have recently lost its merit, the challenge of teaching accurate and proper pronunciation is still a concern for teachers that needs to be remedied. Purpose of Study: The main purpose of this study was to test the Audio Articulation Method as a remedy for pronunciation errors on adult EFL learners' acquisition of inter-dental fricatives / Ө / and /ð/ at a university vocational school. It also sought to explore the students’ consideration of phonetic issues in language acquisition. Methods: This quasi-experimental research was conducted at a vocational school of a Turkish university. A total of 36 students participated in the study. A pre-test / post-test design was employed so as to observe the effects of the method used in the experiment. In addition to a semi- structured interview and classroom observation, a delayed post-test was conducted four weeks after the pre-test. SPSS 13.0 for Windows 2007 was used to analyze the data for a 0.05 significance level. Findings and Results: The results of this study show a statistically significant difference in the students` pre-test and post-test scores. Similar significant results were also observed in the pre-test and delayed test scores, indicating a positive effect from the Audio Articulation Method. Yet, interestingly, nearly all students were observed to return to the same pronunciation habits of inter-dental fricatives /Ө/ and /ð/ in routine classroom instruction after exposure to the Audio Articulation Method. Conclusions: Learners were receptive to the acquisition of inter-dental fricatives /Ө/ and /ð/, as the scores were positively correlated with the use of the Audio Articulation Method during the experiment. Nevertheless, the classroom observation data showed that students were not able to maintain their newly acquired phonetic behavior during routine English classes, which would indicate the need of long-term exposure to the newly acquired sounds/pronunciation. Recommendations: This method is for the most part used for segmental level pronunciation errors, and as such it addresses a very limited part of the pronunciation issues and does not include stress, rhythm, intonation, connected speech, or prominence. Therefore, this method should more likely be considered as a complementary tool in addition to that of a pronunciation lesson.

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