İngilizce Yabancı Dil Öğretmenlerinin Telaffuz Bilişleri ve Gözlemlenen Sınıf İçi Uygulamaları: Bir Türkiye Bağlamı

Giderek artan sayıda araştırmacı, ikinci/yabancı dil eğitimcilerinin, çeşitli konulardaki bilişsel yönlerini farklı kapsam ve ölçeklerde incelemektedir. Bu çalışmanın amacı da, İngilizce dil eğitimcilerinin telaffuz konusundaki bilgi, düşünce ve yaklaşımları ile sınıf-içi uygulamalarını incelemektir. Araştırmanın örneklemini, 164 İngilizce öğretmeni ile İngiliz dili ve dil eğitimi alanındaki akademisyenler oluşturmaktadır. Çalışma deseni olarak yakınsak paralel karma yöntem kullanılmıştır. Araştırmanın nicel verileri, telaffuz biliş anketi yoluyla elde edilmiş, konu ile ilgili derinlemesine fikir sahibi olmak içinse, birebir yarı yapılandırılmış görüşmeler ve sınıf içi gözlem süreçleri kullanılmıştır. Bulgular, yabancı dil eğitimcilerinin İngilizce telaffuz bilgileri konusunda kısmen kendilerine güven duyduklarını ama doğru telaffuzu önemli bulduklarını göstermektedir. Ancak, dil eğitimcilerinin İngilizce telaffuz eğitimi konusundaki alan bilgilerinin çoğunlukla parçasal (segmental) ve transkripsiyon alıştırmaları ile sınırlı olduğu görülmektedir. Katılımcıların ayrıca, telaffuz eğitimi ve telaffuz değerlendirme konularındaki farkındalıklarını artırmak için desteğe ihtiyaç duydukları gözlenmektedir. Sınıf içi uygulamalarda, parçalarüstü (suprasegmental) ses olaylarının da büyük ölçüde göz ardı edildiği dikkat çekmektedir.

EFL Language Teachers’ Cognitions and Observed Classroom Practices about L2 Pronunciation: The Context of Turkey

A growing number of researchers have been exploring the cognitions ofsecond language teachers (L2) in a wide scope. The purpose of this study is toinvestigate English language teachers’ L2 pronunciation cognitions and theirclassroom practices. The sample consists of 164 English teachers and academics inEnglish language and language education. A convergent parallel mixed methoddesign was employed in the study. The quantitative data were collected by means ofa pronunciation cognition questionnaire. As for the qualitative data, one-on-onesemi-structured interviews and classroom observations were conducted to obtain indepth knowledge on L2 pronunciation cognitions and the practices of languageteachers. Findings reveal that foreign language teachers are somewhat self-confidentabout their knowledge of English pronunciation, but they find correct pronunciationsignificant. However, the language educators’ subject matter content knowledge ofEnglish pronunciation instruction seems to be confined to individual segments andtranscription exercises. The participants also seem to need assistance to improvethemselves in terms of teaching and assessment of pronunciation. Further, inclassroom teaching practices, the suprasegmental features of target language wereseen to be ignored considerably.

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