Pronunciation awareness training as an aid to development EFL learners' listening comprehension skills

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buir.advisorOrtaçtepe, Deniz
dc.contributor.authorAk, Sevil
dc.date.accessioned2016-01-08T18:15:48Z
dc.date.available2016-01-08T18:15:48Z
dc.date.issued2012
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2012.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2012.en_US
dc.descriptionIncludes bibliographical references leaves 72-87.en_US
dc.description.abstractThis 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.en_US
dc.description.provenanceMade available in DSpace on 2016-01-08T18:15:48Z (GMT). No. of bitstreams: 1 0006017.pdf: 1839368 bytes, checksum: 99ce4e5d2661540bf74d34662a149faf (MD5)en
dc.description.statementofresponsibilityAk, Sevilen_US
dc.format.extentxv, 130 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15264
dc.language.isoEnglishen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectlisteningen_US
dc.subjectlistening comprehensionen_US
dc.subjectpronunciationen_US
dc.subjectpronunciation awarenessen_US
dc.subjectdevelopen_US
dc.subject.lccPE1068.T8 A5 2012en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkish speakers.en_US
dc.subject.lcshEnglish language--Pronunciation by foreign speakers.en_US
dc.subject.lcshListening.en_US
dc.titlePronunciation awareness training as an aid to development EFL learners' listening comprehension skillsen_US
dc.typeThesisen_US
thesis.degree.disciplineTeaching English as a Foreign Language
thesis.degree.grantorBilkent University
thesis.degree.levelMaster's
thesis.degree.nameMA (Master of Arts)

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