Pronunciation awareness training as an aid to development EFL learners' listening comprehension skills
Author
Ak, Sevil
Advisor
Ortaçtepe, Deniz
Date
2012Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
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Show full item recordAbstract
This study investigates the effects of pronunciation awareness training on
listening comprehension skills of tertiary level English as a Foreign Language (EFL)
students. The participants were 68 Upper Intermediate level students studying at
Gazi University, School of Foreign Languages, Intensive English Program. Two
experimental and four control groups were employed in the study. At the beginning
of the study, all groups were administered a pre training test to determine their level
of listening comprehension. After the pre-test, the experimental groups received the
pronunciation awareness training, while the control groups continued their regular
classes. At the end of the 6-week period, all groups were given a post training test to
see if they have improved their listening comprehension skills.
The findings revealed that, both the experimental and the control groups have
performed a statistically significant development at the end of the 6-week period.
Although the control group has increased their listening comprehension skills, which
may be attributed to the success of the program offered by Gazi University, School
of Foreign Languages, the fact that the experimental group has performed a
significantly higher development implies that the pronunciation awareness training
has been more effective in developing listening comprehension skills than their
regular English classes. This finding confirms the previous literature suggesting the
relationship between pronunciation awareness and listening comprehension.
The present study has filled the gap in the literature on listening
comprehension regarding integrating listening and pronunciation by suggesting a
new way to apply in order to develop EFL learners‟ listening skills. This study gives
the stakeholders; the administrators, curriculum designers, material developers, and
teachers the opportunity to draw on the findings in order to shape curricula, create
syllabi, develop materials, and conduct classes accordingly.