CEFR-oriented probe into pronunciation: Implications for language learners and teachers

Adopting an action-oriented approach, Common European Framework of Reference for Languages (henceforth CEFR) (Council of Europe, 2001) can be considered as a general framework for language learning, teaching, and assessment across Europe. With its descriptors of language skills across proficiency levels, CEFR can be utilized as a guideline for language learners, teachers and assessors. Bearing this in mind, this paper aims to delve into pronunciation from a CEFR-oriented perspective by (i) exploring the skills and competences required to be considered as proficient language users with specific reference to phonetics and phonology on part of language learners and (ii) describing the standards of teaching profession with regard to pronunciation and its instruction in the light of CEFR and the standards of EFL/ESL Teachers of Adults (TESOL, 2008) with direct implications for teacher education contexts. While doing this, this paper further aims to contribute to the literature of teacher education in terms of pronunciation pedagogy with considerable implications with reference to previous research through further discussion.

Avrupa ortak ölçüt çerçevesi yöneltimli sesletim incelemesi: Dil öğrencileri ve öğretmenleri için çıkarımlar

Eylem yöneltimli bir yaklaşımı benimseyen Avrupa Ortak Ölçüt Çerçevesi (AOÖÇ) (Avrupa Konseyi, 2001), Avrupa’da dil öğrenimi, öğretimi ve değerlendirmesi için genel bir çerçeve olarak düşünülebilir. Yeterlik seviyelerine göre dil becerilerindeki tanımlayıcılarıyla, AOÖÇ (Avrupa Konseyi, 2001) dil öğrenenler, öğretenler ve değerlendirenler tarafından kılavuz olarak kullanılabilir. Bunu göz önüne alarak, bu makale (i) dil öğrenenler açısından sesbilim ve sesbilgisine özel atıfta bulunarak yetkin bir dil kullanıcısında görülmesi gereken beceri ve yeterlilikleri keşfetmeyi (ii) öğretmen eğitimi bağlamına doğrudan etkileri olan AOÖÇ (Avrupa Konseyi, 2001) ve EFL / ESL Yetişkinler Öğretmeni (TESOL, 2008) standartlarına göre sesletim ve öğretimi ile ilgili olarak öğretmenlik mesleğinin standartlarını betimleyerek AOÖÇ(Avrupa Konseyi, 2001) bakış açısından sesletimi derinlemesine araştırmayı amaçlıyor. Bu makale ayrıca daha fazla tartışma yoluyla önceki araştırmalara atıfta bulunularak önemli sonuçlar doğuracak şekilde sesletim pedagojisi açısından öğretmen eğitimi literatürüne katkıda bulunmayı amaçlamaktadır.

Kaynakça

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