Browsing by Subject "pronunciation"

Now showing 1 - 3 of 3

Open Access
International English teachers' perceptions of English as an international language
(2010) Altun-Evci, Hatice
English as an International Language (EIL) and its implications for ELT have been keenly debated throughout the last two decades. Many researchers have in some depth elaborated on the issues of identity and voice, linguistic imperialism, and the importance of non-native speakers and their use of English. However, most of these studies have overlooked other aspects of language including grammar, and the social functions of any particular language such as to project self-image and to develop local voice and culture. The present study is conducted in order to occupy the above stated niche. The thesis presents an explorative and contrastive study in order to examine the extent to which English teachers from different contexts accept EIL for their classroom practices with reference to pronunciation, grammar, and culture and the extent to which English teachers from the Expanding, Outer and Inner Circle countries differ in their attitudes towards EIL. To this end an online survey and 14 semi-structured interviews are conducted to investigate the attitudes of 448 English teachers from 71 different countries. The quantitative and qualitative analysis of the data revealed that native speaker pronunciation is clearly not the ultimate goal for teachers from various contexts; however, the native speaker goal is more popular for grammar than pronunciation. The majority of teachers prefer content that deals with the life and culture of various countries around the world although there is support for the inclusion of local culture. There is a high degree of awareness of the issues raised by the increasingly international use of English. Accordingly, a clear majority of teachers believe that changing patterns of English use should influence what we teach. The results of this study are hoped to be beneficial to the professionals of ELT, particularly teachers and material/curriculum designers, and to serve as a guide to all of them to revise their attachment to native speaker norms and their conceptions of EIL.
Open Access
Pronunciation awareness training as an aid to development EFL learners' listening comprehension skills
(2012) Ak, Sevil
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.
Unknown
The use of digitalized out of class speaking activities to promote pronunciation skills in younger learners
(2015) Aydın, Jayne Hutchings
This study focused on developing young learners speaking skills through the use of digitalized out-of-class activities. The study was conducted as experimental research in a private primary school in Ankara, Turkey. The participants are both male and female and between the ages of 7 and 8. The research is supported by the acquisition of second language learning, student‟s willingness to communicate, parental involvement in language learning and the use of digitalized learning activities assigned as homework to develop young Turkish learners speaking skills. The study examined how through the use of focused practice activities children‟s pronunciation of English could be guided toward the target model. Previous research on willingness to communicate in L2 has mainly involved older learners. From the qualitative data gathered the findings suggest that providing students with the necessary tools and support can increase their willingness to communicate levels.