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A Study on Pronunciation Anxiety of Pre-service ELT teachers

Year 2018, Volume: 22 Issue: Özel Sayı 2, 1813 - 1827, 22.10.2018

Abstract

 Interest in pronunciation, one of the most frequently neglected aspects of language in language teaching and pedagogy, seems to have been heightened because of its role in speech perception and recognition. Another stimulus behind this revival is the observation that (mis)pronunciation is highly likely to cause embarrassment and apprehension. Despite these observations, little research has been devoted to pronunciation anxiety, especially in Turkey. Motivated by this need, this quantitative study aims to investigate pre-service EFL teachers’ English pronunciation anxiety. This study was conducted with the participation of 75 freshmen enrolled in an EFL program at a Turkish state university. The data were collected through the Foreign Language Pronunciation Anxiety (FLPA) at the beginning of the fall semester of 2017-2018 academic year. Parametric and on-parametric tests-independent sample t-test, Mann Whitney U test, One way ANOVA, Kruskall-Wallis H test-were run to answer the research questions. All of the participants had moderate pronunciation anxiety, which varied according to participants’ gender, prior English education, perceived level of pronunciation skills, and perceived level of pronunciation anxiety.The results of this study have implications for policy makers, materials designers, language instructors, and students as well.

References

  • Referans 1 Alptekin, C. (2002). Towards intercultural communicative competence’. ELT Journal, 56, 1, 57- 64.Referans 2 Alrabai, F. (2015). The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. Innovation in Language and Teaching, 9, 163-190. Referans 3 Anderson-Hsieh, J., Johnson, R., & Koehler, K. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42, 529- 55.Referans 4 Asher; J. & Garcia, R. (1969). The optimal age to learn a foreign language. The Modern Language Journal, 53(5), 334-341.Referans 5 Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. England: Oxford University Press. Referans 6 Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48, 136- 63.Referans 7 Baran-Lucarz, M. (2013). Phonetics learning anxiety-results of a preliminary study. Research in Language, 11(1), 57- 79. Referans 8 Baran-Lucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. The Canadian Modern Language Review, 70, 445-473. Referans 9 Borges, L. (2014). Pronunciation beliefs and other predictors of phonological performance: A study with Brazilian ESL learners. (Unpublished MA thesis). University of College London, London.Referans 10 Brazil, D., Coulthart, M., & Johns, C. (1980). Discourse intonation and language teaching. London: Longman. Referans 11 Breitkreutz, J. A., Derwing, T. M., & Rossiter, M., J. (2001). Pronunciation teaching practice. TESL Canada Journal, 19, 1, 51-61.Referans 12 Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge University Press, Cambridge.Referans 13 Brumfit, C. J. (2001). Individual freedom in language teaching: Helping learners to develop a dialect of their own. Oxford: Oxford University Press.Referans 14 Büyüköztürk, Ş. (2003). Sosyal Bilimler İçin Veri Analizi El kitabı. Pegem A Yayıncılık. 3. Baskı. Ankara. Referans 15 Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide. New York, NY: Cambridge University.Referans 16 Coskun, A. (2011). Future English teachers' attitudes towards EIL pronunciation. Journal of English as an International Language, 6, 46-68.Referans 17 Crystal, D. (2003). English as a global language. New York, NY: Cambridge University.Referans 18 Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 15, 3, 425-445. Referans 19 Demirezen, M. (2005). The / / and /ow/ Contrast: Curing a fossilized pronunciation error of Turkish teacher trainees of the English language. Çankaya Üniversitesi Fen-Edebiyat Fakültesi, Journal of Arts and Sciences, 3, 71-84. Referans 20 Demirezen, M. (2007). The / æ / and / ǝ / Contrast as a case of fossilized pronunciation error for Turkish English teachers. Journal of Language and Linguistic Studies, 3, 83-97.Referans 21 Demirezen, M. (2008). The / æ / and / ʌ/ phonemes as fossilized pronunciation errors for Turkish English language teachers and students: Undoing the fossilized pronunciation error. Journal of Language and Linguistic Studies, 4(2), October, 73-82. Referans 22 Demirezen, M. (2009). An analysis of the problem-causing elements of intonation for Turkish teachers of English. Procedia Social and Behavioral Sciences, 1, 2776-2781.Referans 23 Demirezen, M. (2010). Fossilized vowel errors of Turkish teachers of English: An analysis and criticism. Plenary Speaker- 2nd Foreign Language Teaching Symposium. A Proactive Look at English Language Teaching Programs in the Preparatory Schools of Universities, Çankaya University, Ankara.Referans 24 Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st pronunciation in second language learning and teaching conference, Iowa State University, (pp. 24-37), Ames, IA: Iowa State University.Referans 25 Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379-397.Referans 26 Derwing, T., Munro, M., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.Referans 27 Derwing, T. M., Munro, M. J., & Rossiter, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23, 245-259.Referans 28 Dörnyei, Z. (2011). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.Referans 29 Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students’ pronunciation. Language Learning and Technology, 13, 66-86.Referans 30 Elliott, A. R. (1997). On the teaching and acquisition of pronunciation within a communicative approach. Hispania, 80, 95-108.Referans 31 Flege, J. (1987). A critical period for learning to pronounce second language? Applied Linguistics, 8, 162-177. Referans 32 Flege, J. E., Frieda, E. M., & Nozawa, T. (1997). Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 25, 169-186.Referans 33 Flege, J. E., Munro, M.J., & Mackay, I.R.A. (1995). Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97, 3125-3134.Referans 34 Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada. TESL Canada Journal, 29(1), 1-22.Referans 35 Fouz-Gonzales, J. (2017). Pronunciation instruction through twitter: The caser of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663. Referans 36 Gürsoy, E., & Hüseyinoğlu, M. (2017). ELT teacher trainees’ self-perception and awareness of the pronunciation skill and their attitudes towards its instruction. Novitas-ROYAL (Research on Youth and Language), 11(2), 169-183. Referans 37 Hişmaoğlu, M. (2009). The pronunciation of the inter-dental sounds of English: An articulation problem for Turkish learners of English and solutions. Procedia Social and Behavioral Sciences, 1, 1697-1703. Referans 38 Hismanoglu, M. (2011). An investigation of phonological awareness of prospective EFL teachers. Procedia-Social and Behavioral Sciences, 31, 639-645.Referans 39 Hismanoglu, M. (2012). An investigation of pronunciation learning strategies of advanced learners. Hacattepe University, Eğitim Fakültesi Dergisi, 43, 246-257.Referans 40 Ingels, S. A. (2011). The effects of self-monitoring strategy use on the pronunciation of learners of English. (Unpublished doctoral dissertation). University of Illinois at Urbana-Campaign. Referans 41 Ishihara, S., Tsurutani, C., & Tsukada, K. (2011). What constitutes “good pronunciation” from L2 Japanese learners’ and native speakers’ perspectives? A perception study. Electronic Journal of Foreign Language Teaching, 8(1), 277- 290. Referans 42 Jones, R. H. (1997). Beyond "listen and repeat": Pronunciation teaching materials and theories of second language acquisition. System, 25, 103-112.Referans 43 Jun, H., G., & Li, J. (2010). Factors in raters’ perceptions of comprehensibility and accentedness. In Levis, J., & LeVelle, K. (Eds). Proceedings from the 1st conference of pronunciation in second language learning (pp. 53-66). Iowa State University. Referans 44 Kang, O. (2010). ESL learners‟ attitudes toward pronunciation instruction and varieties of English. In J. Levis & K. LeVelle (Eds.). Proceedings of the 1st pronunciation in second language learning and teaching conference, Iowa State University, Sept. 2009. (pp. 105-118), Ames, IA: Iowa State University.Referans 45 Kartushina, N., & Frauenfelder, U., H. (2014). On the effects of L2 perception and of individual differences in L1 production on L2 pronunciation. Frontiers in psychology/Language Sciences, 5, 1-17. Referans 46 Kennedy S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.Referans 47 Kissling, E. M. (2015). Phonetic instruction improves learners’ perception of L2 sounds. Language Teaching Research, 19(3), 254-275. Referans 48 Kralova, Z., Skorvagova, E., Tirpakova, A., & Markechova, D. (2017). Reducing student teachers’ foreign language pronunciation anxiety through psycho-social training. System, 65, 49-60.Referans 49 Lasagabaster, D., & Sierra, J., M. (2002). University students’ perceptions of native and non-native speaker teachers of English. Language Awareness, 11(2), 132-142. Referans 50 Leather, J., & James, A. (1991). The acquisition of second language speech: Studies in Second language Acquisition, 13, 305-341. Referans 51 Lenneberg, E. H. (1967). Biological foundations of language. Oxford: Wiley. Referans 52 Lev-Ari, S., & Keysar, B. (2010). Why don't we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46, 1093-1096.Referans 53 Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369-377.Referans 54 Levis, J. (2007). Computer technology in the teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202.Referans 55 Modiano, M. (2001). Linguistic imperialism, cultural integrity, and EIL. ELT Journal, 55, 339 -346. Referans 56 Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors motivation and instruction. Studies in Second Language Acquisition. Studies in Second language Acquisition, 21, 81-108.Referans 57 Munro, M. J. (1995). Non-segmental factors in foreign accent. Studies in Second Language Acquisition, 7(1), 17-34.Referans 58 Munro, M., & Derwing, T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520-531.Referans 59 Murphy, J. M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269.Referans 60 Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: Technology push or demand pull? Proceedings of international conference on spoken language processing, (pp. 1209-1212).Referans 61 Peperkamp, S., & Bouchon, C. (2011).The relation between perception and production in L2 phonological processing. Interspeech, 12, 161-164. Referans 62 Pennington, M., & Richards, J. (1986). Pronunciation revisited. TESOL Quarterly, 20, 207-225.Referans 63 Scovel, T. (1969). Foreign accents, language acquisition and cerebral dominance. Language Learning, 19(3), 245-253. Referans 64 Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. New York: Newbury House. Referans 65 Scovel, T. (1995). Differentiation, recognition, and identification in the discrimination of foreign accents. In J. Archibald (Ed.), Phonological acquisition and phonological theory (pp. 169-181). Hillsdale, NJ: Lawrence.Referans 66 Seferoğlu, G. (2003). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36, 303-316.Referans 67 Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.Referans 68 Siegler, H. W., Krashen, S., H., & Ladefoged, P. (1975). Maturational constraints in the acquisition of second language accent. Language Sciences, 36, 20-22. Referans 69 Şenel, M. (2006). Suggestions for beautifying the pronunciation of EFL learners in Turkey. Journal of Language and Linguistic Studies, 2(1), 111-125.Referans 70 Tanne, M., W. & London, M. M. (2009). The effects of computer-assisted pronunciation readiness on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13(3), 51-65. Referans 71 Yano, Y. (2001). World Englishes in 2000 and beyond. World Englishes, 20, 119- 131. Referans 72 Zoss, J. M. (2015). Adult English learners’ perceptions of their pronunciation and linguistic self-confidence. (Unpublished doctoral dissertation). Minnesota: Hamline University.

İngilizce Öğretmen Adaylarının Sesletim Kaygı Düzeyleri Üzerine Bir Çalışma

Year 2018, Volume: 22 Issue: Özel Sayı 2, 1813 - 1827, 22.10.2018

Abstract

Uygulamalı Dilbilim ve dil eğitiminde dilin en çok ihmal edilen yönlerinden biri olan sesletime olan ilgi, sesletimin konuşucunun doğru algılanmasındaki öneminin farkına varılmasına paralel olarak giderek artmış gibi görünmektedir. Bu yeniden canlanmanın ardındaki diğer bir neden de yanlış sesletimin konuşucuda endişeye ve utanmaya neden olma ihtimalinin yüksek olması durumudur. Bu gözlemlere rağmen, ulaşabilen alan yazında özellikle Türkiye'de yabancı dil öğretimi boyutunda sesletim kaygısına yönelik çok az araştırma yapıldığı görülmektedir. Söz konusu bu ihtiyaçtan yola çıkarak bu açımlayıcı durum çalışması ile İngiliz Dili Eğitimi bölümü öğrencilerinin İngilizce sesletim kaygısını araştırmayı amaçlanmaktadır. Çalışma, Türkiye’deki bir devlet üniversitesinin İngiliz Dili Eğitimi Anabilim dalında İngilizce eğitimi alan (75) 1. Sınıf öğrencisinin katılımıyla gerçekleştirilmiştir. Araştırmanın verileri 2017-2018 akademik yılı güz yarıyılı başında Yabancı Dil Sesletim Kaygı  (FLPA) ölçeği kullanılarak toplanmıştır. Parametrik ve parametrik olmayan testlerden bağımsız örneklem t-testi, Mann Whitney U testi, One way ANOVA, Kruskall-Wallis H testleri kullanılmıştır. Çalışmaya katılan öğrencilerin Lise eğitimleri sürecinde dil sınıfında bulunmalarının,  üniversitede İngilizce hazırlık sınıfında İngilizce öğrenim görmelerinin,  sesletim becerileri öz algıları ve sesletim öz algılarının sesletim kaygı düzeyleri üzerinde etkileri olduğu saptanmıştır. Bu çalışmanın sonuçlarının öğretmen yetiştirme program geliştiricileri, materyal tasarımcıları, yabancı dil öğretmeni yetiştiricileri ve yabancı dil öğretmen adayları için sesletim kaygı düzeylerini belirleyerek bu kaygıları ortadan kaldıracak önlemler almalarında yardımcı olması umulmaktadır.

References

  • Referans 1 Alptekin, C. (2002). Towards intercultural communicative competence’. ELT Journal, 56, 1, 57- 64.Referans 2 Alrabai, F. (2015). The influence of teachers' anxiety-reducing strategies on learners' foreign language anxiety. Innovation in Language and Teaching, 9, 163-190. Referans 3 Anderson-Hsieh, J., Johnson, R., & Koehler, K. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language Learning, 42, 529- 55.Referans 4 Asher; J. & Garcia, R. (1969). The optimal age to learn a foreign language. The Modern Language Journal, 53(5), 334-341.Referans 5 Avery, P., & Ehrlich, S. (1992). Teaching American English pronunciation. England: Oxford University Press. Referans 6 Baker, A. (2014). Exploring teachers’ knowledge of second language pronunciation techniques: Teacher cognitions, observed classroom practices, and student perceptions. TESOL Quarterly, 48, 136- 63.Referans 7 Baran-Lucarz, M. (2013). Phonetics learning anxiety-results of a preliminary study. Research in Language, 11(1), 57- 79. Referans 8 Baran-Lucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. The Canadian Modern Language Review, 70, 445-473. Referans 9 Borges, L. (2014). Pronunciation beliefs and other predictors of phonological performance: A study with Brazilian ESL learners. (Unpublished MA thesis). University of College London, London.Referans 10 Brazil, D., Coulthart, M., & Johns, C. (1980). Discourse intonation and language teaching. London: Longman. Referans 11 Breitkreutz, J. A., Derwing, T. M., & Rossiter, M., J. (2001). Pronunciation teaching practice. TESL Canada Journal, 19, 1, 51-61.Referans 12 Brown, G., & Yule, G. (1983). Teaching the spoken language. Cambridge University Press, Cambridge.Referans 13 Brumfit, C. J. (2001). Individual freedom in language teaching: Helping learners to develop a dialect of their own. Oxford: Oxford University Press.Referans 14 Büyüköztürk, Ş. (2003). Sosyal Bilimler İçin Veri Analizi El kitabı. Pegem A Yayıncılık. 3. Baskı. Ankara. Referans 15 Celce-Murcia, M., Brinton, D., & Goodwin, J. (2010). Teaching pronunciation: A course book and reference guide. New York, NY: Cambridge University.Referans 16 Coskun, A. (2011). Future English teachers' attitudes towards EIL pronunciation. Journal of English as an International Language, 6, 46-68.Referans 17 Crystal, D. (2003). English as a global language. New York, NY: Cambridge University.Referans 18 Dalby, J., & Kewley-Port, D. (1999). Explicit pronunciation training using automatic speech recognition technology. CALICO Journal, 15, 3, 425-445. Referans 19 Demirezen, M. (2005). The / / and /ow/ Contrast: Curing a fossilized pronunciation error of Turkish teacher trainees of the English language. Çankaya Üniversitesi Fen-Edebiyat Fakültesi, Journal of Arts and Sciences, 3, 71-84. Referans 20 Demirezen, M. (2007). The / æ / and / ǝ / Contrast as a case of fossilized pronunciation error for Turkish English teachers. Journal of Language and Linguistic Studies, 3, 83-97.Referans 21 Demirezen, M. (2008). The / æ / and / ʌ/ phonemes as fossilized pronunciation errors for Turkish English language teachers and students: Undoing the fossilized pronunciation error. Journal of Language and Linguistic Studies, 4(2), October, 73-82. Referans 22 Demirezen, M. (2009). An analysis of the problem-causing elements of intonation for Turkish teachers of English. Procedia Social and Behavioral Sciences, 1, 2776-2781.Referans 23 Demirezen, M. (2010). Fossilized vowel errors of Turkish teachers of English: An analysis and criticism. Plenary Speaker- 2nd Foreign Language Teaching Symposium. A Proactive Look at English Language Teaching Programs in the Preparatory Schools of Universities, Çankaya University, Ankara.Referans 24 Derwing, T. M. (2010). Utopian goals for pronunciation teaching. In J. Levis & K. LeVelle (Eds.), Proceedings of the 1st pronunciation in second language learning and teaching conference, Iowa State University, (pp. 24-37), Ames, IA: Iowa State University.Referans 25 Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39, 379-397.Referans 26 Derwing, T., Munro, M., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.Referans 27 Derwing, T. M., Munro, M. J., & Rossiter, M. J. (2002). Teaching native speakers to listen to foreign-accented speech. Journal of Multilingual and Multicultural Development, 23, 245-259.Referans 28 Dörnyei, Z. (2011). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.Referans 29 Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students’ pronunciation. Language Learning and Technology, 13, 66-86.Referans 30 Elliott, A. R. (1997). On the teaching and acquisition of pronunciation within a communicative approach. Hispania, 80, 95-108.Referans 31 Flege, J. (1987). A critical period for learning to pronounce second language? Applied Linguistics, 8, 162-177. Referans 32 Flege, J. E., Frieda, E. M., & Nozawa, T. (1997). Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 25, 169-186.Referans 33 Flege, J. E., Munro, M.J., & Mackay, I.R.A. (1995). Factors affecting degree of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97, 3125-3134.Referans 34 Foote, J., Holtby, A., & Derwing, T. (2011). Survey of the teaching of pronunciation in adult ESL programs in Canada. TESL Canada Journal, 29(1), 1-22.Referans 35 Fouz-Gonzales, J. (2017). Pronunciation instruction through twitter: The caser of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663. Referans 36 Gürsoy, E., & Hüseyinoğlu, M. (2017). ELT teacher trainees’ self-perception and awareness of the pronunciation skill and their attitudes towards its instruction. Novitas-ROYAL (Research on Youth and Language), 11(2), 169-183. Referans 37 Hişmaoğlu, M. (2009). The pronunciation of the inter-dental sounds of English: An articulation problem for Turkish learners of English and solutions. Procedia Social and Behavioral Sciences, 1, 1697-1703. Referans 38 Hismanoglu, M. (2011). An investigation of phonological awareness of prospective EFL teachers. Procedia-Social and Behavioral Sciences, 31, 639-645.Referans 39 Hismanoglu, M. (2012). An investigation of pronunciation learning strategies of advanced learners. Hacattepe University, Eğitim Fakültesi Dergisi, 43, 246-257.Referans 40 Ingels, S. A. (2011). The effects of self-monitoring strategy use on the pronunciation of learners of English. (Unpublished doctoral dissertation). University of Illinois at Urbana-Campaign. Referans 41 Ishihara, S., Tsurutani, C., & Tsukada, K. (2011). What constitutes “good pronunciation” from L2 Japanese learners’ and native speakers’ perspectives? A perception study. Electronic Journal of Foreign Language Teaching, 8(1), 277- 290. Referans 42 Jones, R. H. (1997). Beyond "listen and repeat": Pronunciation teaching materials and theories of second language acquisition. System, 25, 103-112.Referans 43 Jun, H., G., & Li, J. (2010). Factors in raters’ perceptions of comprehensibility and accentedness. In Levis, J., & LeVelle, K. (Eds). Proceedings from the 1st conference of pronunciation in second language learning (pp. 53-66). Iowa State University. Referans 44 Kang, O. (2010). ESL learners‟ attitudes toward pronunciation instruction and varieties of English. In J. Levis & K. LeVelle (Eds.). Proceedings of the 1st pronunciation in second language learning and teaching conference, Iowa State University, Sept. 2009. (pp. 105-118), Ames, IA: Iowa State University.Referans 45 Kartushina, N., & Frauenfelder, U., H. (2014). On the effects of L2 perception and of individual differences in L1 production on L2 pronunciation. Frontiers in psychology/Language Sciences, 5, 1-17. Referans 46 Kennedy S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.Referans 47 Kissling, E. M. (2015). Phonetic instruction improves learners’ perception of L2 sounds. Language Teaching Research, 19(3), 254-275. Referans 48 Kralova, Z., Skorvagova, E., Tirpakova, A., & Markechova, D. (2017). Reducing student teachers’ foreign language pronunciation anxiety through psycho-social training. System, 65, 49-60.Referans 49 Lasagabaster, D., & Sierra, J., M. (2002). University students’ perceptions of native and non-native speaker teachers of English. Language Awareness, 11(2), 132-142. Referans 50 Leather, J., & James, A. (1991). The acquisition of second language speech: Studies in Second language Acquisition, 13, 305-341. Referans 51 Lenneberg, E. H. (1967). Biological foundations of language. Oxford: Wiley. Referans 52 Lev-Ari, S., & Keysar, B. (2010). Why don't we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46, 1093-1096.Referans 53 Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 369-377.Referans 54 Levis, J. (2007). Computer technology in the teaching and researching pronunciation. Annual Review of Applied Linguistics, 27, 184-202.Referans 55 Modiano, M. (2001). Linguistic imperialism, cultural integrity, and EIL. ELT Journal, 55, 339 -346. Referans 56 Moyer, A. (1999). Ultimate attainment in L2 phonology: The critical factors motivation and instruction. Studies in Second Language Acquisition. Studies in Second language Acquisition, 21, 81-108.Referans 57 Munro, M. J. (1995). Non-segmental factors in foreign accent. Studies in Second Language Acquisition, 7(1), 17-34.Referans 58 Munro, M., & Derwing, T. (2006). The functional load principle in ESL pronunciation instruction: An exploratory study. System, 34, 520-531.Referans 59 Murphy, J. M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269.Referans 60 Neri, A., Cucchiarini, C., & Strik, H. (2002). Feedback in computer assisted pronunciation training: Technology push or demand pull? Proceedings of international conference on spoken language processing, (pp. 1209-1212).Referans 61 Peperkamp, S., & Bouchon, C. (2011).The relation between perception and production in L2 phonological processing. Interspeech, 12, 161-164. Referans 62 Pennington, M., & Richards, J. (1986). Pronunciation revisited. TESOL Quarterly, 20, 207-225.Referans 63 Scovel, T. (1969). Foreign accents, language acquisition and cerebral dominance. Language Learning, 19(3), 245-253. Referans 64 Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. New York: Newbury House. Referans 65 Scovel, T. (1995). Differentiation, recognition, and identification in the discrimination of foreign accents. In J. Archibald (Ed.), Phonological acquisition and phonological theory (pp. 169-181). Hillsdale, NJ: Lawrence.Referans 66 Seferoğlu, G. (2003). Improving students’ pronunciation through accent reduction software. British Journal of Educational Technology, 36, 303-316.Referans 67 Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59(4), 339-341.Referans 68 Siegler, H. W., Krashen, S., H., & Ladefoged, P. (1975). Maturational constraints in the acquisition of second language accent. Language Sciences, 36, 20-22. Referans 69 Şenel, M. (2006). Suggestions for beautifying the pronunciation of EFL learners in Turkey. Journal of Language and Linguistic Studies, 2(1), 111-125.Referans 70 Tanne, M., W. & London, M. M. (2009). The effects of computer-assisted pronunciation readiness on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning & Technology, 13(3), 51-65. Referans 71 Yano, Y. (2001). World Englishes in 2000 and beyond. World Englishes, 20, 119- 131. Referans 72 Zoss, J. M. (2015). Adult English learners’ perceptions of their pronunciation and linguistic self-confidence. (Unpublished doctoral dissertation). Minnesota: Hamline University.
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Primary Language English
Journal Section Makaleler
Authors

Hüseyin Kafes

Publication Date October 22, 2018
Published in Issue Year 2018 Volume: 22 Issue: Özel Sayı 2

Cite

APA Kafes, H. (2018). A Study on Pronunciation Anxiety of Pre-service ELT teachers. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Özel Sayı 2), 1813-1827.

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