The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation

Authors

DOI:

https://doi.org/10.26817/16925777.712

Keywords:

second language, English pronunciation, L2 pronunciation, pronunciation, education, teaching segmentals, teaching suprasegmentals, phonological improvement, attitudes, EFL pre-service teachers

Abstract

This study aimed at investigating EFL pre-service teachers’ attitudes toward pronunciation and pronunciation teaching. Another purpose was to explore the outcomes of pronunciation instruction on EFL pre-service teachers’ phonological development and based on the findings to provide suggestions taking learners’ pedagogical needs into consideration. The study was conducted using a quantitative research design method. 107 EFL pre-service teachers participated in the study. The quantitative instruments were Pronunciation Attitude Inventory, pre and post period of the intervention. During one term, the researcher provided EFL pre-service teachers with pronunciation instruction focusing on segmental and suprasegmental features in English pronunciation. Pre- and post-tests were used to measure to what extent language learners improved their pronunciation in English using a reading passage and participants’ performances were recorded through a tape recorder. The administration of the inventory took place at the end of the semester and the participants were asked to read and respond the whole inventory in 15 minutes. After completing data collection process, two native speakers of English as the raters of the study rated all the participants’ pre-test and post-test performances one by one. A pronunciation rubric which involves 5 categories including vowels, consonants, intonation, word-stress and comprehensibility was used in order to assess learners’ performances. The results revealed that the participants had generally positive attitudes toward pronunciation. Similarly, it was found that pronunciation instruction improved the participants’ pronunciation at the segmental and suprasegmental levels as well as their comprehensibility.

Downloads

Download data is not yet available.

Author Biographies

Canan Aksakallı, Atatürk Univresity, Turkey

is an assistant professor at Atatürk University, Department of Translation and Interpretation in Turkey. Her research interests are second language acquisition and all aspects of L2 speech, especially accent and intelligible speech. She also teaches at the undergraduate level in the field of translation.

Oktay Yağız, Atatürk University, Turkey

works at Atatürk University, School of Education, Department of English Teaching in Turkey. His research interests are English academic writing, educational research and pronunciation based studies. He also teaches at undergraduate and graduate levels in the fields mentioned above.

References

Alastuey, M. C. B. (2013). Synchronous-voice computer-mediated communication: Effects on pronunciation. Computer Assisted Language Instruction Consortium Journal, 28(1), 1-20. Retrieved from http://www.jstor.org/stable/pdf/calicojournal.28.1.1.pdf. https://doi.org/10.11139/cj.28.1.1-20

Arrieta, M. (2017). Teacher and Student Perceptions of World Englishes (WE) Pronunciations in two US Settings (MSc. Thesis, Portland State University). https://doi.org/10.15760/etd.5309

Baddeley, A. (2012). Working memory: Theories, models, and controversies. Annual review of psychology, 63, 1-29. https://doi.org/10.1146/annurev-psych-120710-100422

Baran-Lucarz, M. (2012). Individual learner differences and accuracy in foreign language pronunciation. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (pp. 120-133). Berlin and Heidelberg: Springer. https://doi.org/10.1007/978-3-642-20850-8_18

Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio Books.

Camus-Oyarzun, P. (2016). The effects of pronunciation instruction on the production of second language Spanish: A classroom study (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 10249027)

Chiba, K. (2012). A pilot study on the effectiveness of pronunciation teaching to EFL learners through focus on forms and focus on form instruction (Doctoral dissertation).Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 1288376910).

Counselman, D. (2010). Improving pronunciation instruction in the second language classroom (Doctoral Dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 3436059)

Coşkun, A. (2011). Future English Teachers' Attitudes towards EIL Pronunciation. Online Submission, 6(2), 46-68. Retrieved from https://files.eric.ed.gov/fulltext/ED527146.pdf

Couper, G. (2003). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect, 18(3), 53-70. http://aut.researchgateway.ac.nz/bitstream/handle/10292/1524/18_3_4_Couper.pdf?sequence=9&isAllowed=y

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th Edition). Thousand Oaks, CA: Sage Publications.

DeKeyser, R. (2003). Implicit and explicit learning. In C. Doughty & M. Long (Eds.), The handbook of second language acquisition (pp. 313-349). Oxford, UK: Blackwell.

Derwing, T. M., & Munro, M. J. (1997). Accent, intelligibility, and comprehensibility: Evidence from four L1s. Studies in second language acquisition, 19(1), 1-16. https://doi.org/10.1017/S0272263197001010

Derwing, T., & Munro, M. (2005). Second Language Accent and Pronunciation Teaching: A Research-Based Approach. TESOL Quarterly, 39(3), 379-397. https://doi.org/10.2307/3588486

Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence- based perspectives for L2 teaching and research. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.42

Derwing, T. M., Munro, M. J., Foote, J. A., Waugh, E., & Fleming, J. (2014). Opening the window on comprehensible pronunciation after 19 years: A workplace training study. Language Learning, 64(3), 526-548. https://doi.org/10.1111/lang.12053

Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA Review, 19(1), 42-68. https://doi.org/10.1075/aila.19.05dor

Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students' pronunciation?. Language Learning & Technology, 13(3), 66-86. Retrieved from https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=1000&context=ling_facpub

Elias, L. J. (2000). Teaching the pronunciation of spelling patterns in an integrated ESL curriculum (MSc. Thesis). Retrieved from ProQuest Dissertations & Theses Global. (230801027).

Elliott, A.R. (1993). Biological and Pedagogical Variables in the Acquisition of native and Near Native Phonological Skills in Spanish as a Foreign language (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 9404406)

Elliott, A. R. (1995). Foreign language phonology: Field independence, attitude, and the success of formal instruction in Spanish pronunciation. The modern language journal, 79(4),530-542. https://doi.org/10.1111/j.1540-4781.1995.tb05456.x

Fayer, J. M., & Krasinski, E. (1995). Perception of hesitation in nonnative speech. Bilingual Review, 20(2), 114-121 http://www.jstor.org/stable/25745268

Flege, J. E. (2009). Give input a chance! In T. Piske & M. Young-Scholten (Eds.), Input matters in SLA (pp. 175-190). Bristol, Buffalo and Toronto: Multilingual Matters. https://doi.org/10.21832/9781847691118-012

Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation. TESOL Quarterly, 39(3), 489-511. https://doi.org/10.2307/3588491

Gilakjani, A. P., & Sabouri, N. B. (2016). How can EFL teachers help EFL learners improve their english pronunciation ?. Journal of Language Teaching and Research, 7(5), 967-972. https://doi.org/10.17507/jltr.0705.18

González-Bueno, M. (1994). Effects of formal instruction on the improvement in the pronunciation of Spanish stops by second language learners: Changes in voice onset time in initial stops/p, tk/and/b, d, g/ (Doctoral dissertation). Retrived from ProQuest Dissertations & Theses Global. (UMI No: 9504216)

Gordon, J., & Darcy, I. (2016). The development of comprehensible speech in L2 learners. Journal of Second Language Pronunciation, 2(1), 56-92. https://doi.org/10.1075/jslp.2.1.03gor

Harris, D. F. (2002). The effects of training on the pronunciation of mandarin chinese speakers (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 304806053).

Hinofotis, F., & Bailey, K. (1980). American undergraduate reactions to the communication skills for foreign teaching assistants. In J. Fisher, M. Clarke, & J. Schacter (Eds.), On TESOL '80: Building bridges (pp. 120-133). Washington, DC: TESOL.

Huensch, A., & Thompson, A. S. (2017). Contextualizing attitudes toward pronunciation: Foreign language learners in the United States. Foreign language annals, 50(2), 410-432. https://doi.org/10.1111/flan.12259

https://doi.org/10.1111/flan.12259

Huthaily, K. Y. (2008). Second language instruction with phonological knowledge: Teaching Arabic to speakers of English (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 193736656).

Jeske, A. (2016). The development of English vowels by native Spanish speakers (Doctoral dissertation, University of Pitssburgh). Retrieved from http://d-scholarship.pitt.edu/27722/1/JeskeA_ETD_Dissertation_May9_2.pdf

Kang, O. (2010). ESL learners' attitudes toward pronunciation instruction. In J. M. Levis & K. LeVelle (Eds.), Proceedings of the 1st Pronunciation in Second Language Learning and Teaching Conference (pp. 105-118). Ames: Iowa State University.

Kelly, L. G. (1969). 25 centuries of language teaching. Rowley, MA: Newbury House.

Kennedy, S. (2008). Second language learner speech and intelligibility: Instruction and environment in a university setting (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (763281030).

Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185. https://doi.org/10.1080/09658416.2010.486439

https://doi.org/10.1080/09658416.2010.486439

Kissling, E. M. (2013). Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners?. The modern Language Journal, 97(3), 720-744. https://doi.org/10.1111/j.1540-4781.2013.12029.x

Kissling, E. M. (2015). Phonetics instruction improves learners' perception of L2 sounds. Language teaching research, 19(3), 254-275. https://doi.org/10.1177/1362168814541735

Labov, J., & Hanau, C. (2011). Chapter Twelve: Pronunciation as Life and Death: Improving the Communication Skills of Non-Native English Speaking Pathologists. In English language and the medical profession: Instructing and assessing the communication skills of international physicians (pp. 261-285). Brill.

https://doi.org/10.1163/9781780523859_013

Lepore, C. E. (2014). Developing pronunciation skills at the introductory level: Motivating students through interpersonal audio discussions (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 1658786133).

Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39, 367-377. https://doi.org/10.2307/3588485

Long, M. (2015). Second language acquisition and task-based language teaching. Malden, MA & Oxford, UK: Wiley Blackwell.

Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364-379. https://doi.org/10.1111/j.1944-9720.2008.tb03297.x

Ma, R. (2015). The role of pronunciation in speaking test ratings. (Unpublished MSc. thesis). Brigham Young University, Provo, Utah. Retrieved from https://scholarsarchive.byu.edu/etd/4426/

Moyer, A. (2004). Age, accent and experience in second language acquisition: An integrated approach to critical period inquiry. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853597190

Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73-97. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x

Munro, M. J., & Derwing, T. M. (1999). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 49 (1), 285-310. https://doi.org/10.1111/0023-8333.49.s1.8

https://doi.org/10.1111/0023-8333.49.s1.8

Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111-131. https://doi.org/10.1017/S0272263106060049

Roccamo, A. (2015). Teaching Pronunciation in Just Ten Minutes a Day: A Method for Pronunciation Instruction in First‐Semester German Language Classrooms. Die Unterrichtspraxis /Teaching German, 48(1), 59-83. https://doi.org/10.1111/tger.10181

Saito, K. (2011). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language awareness, 20(1), 45-59. https://doi.org/10.1080/09658416.2010.540326

Saito, K. (2012). Effects of instruction on L2 pronunciation development: A synthesis of 15 quasi‐experimental intervention studies. Tesol Quarterly, 46(4), 842-854. https://doi.org/10.1002/tesq.67

Saito, K. (2015a). Experience effects on the development of late second language learners' oral proficiency. Language Learning, 65(3), 563-595. https://doi.org/10.1111/lang.12120

Saito, K. (2015b). The role of age of acquisition in late second language oral proficiency attainment. Studies in Second Language Acquisition, 37(4), 713-743. https://doi.org/10.1017/S0272263115000248

Sardegna, V. G., Lee, J., & Kusey, C. (2018). Self‐efficacy, attitudes, and choice of strategies for English pronunciation learning. Language Learning, 68(1), 83-114. https://doi.org/10.1111/lang.12263

Sifakis, N. C. (2014). Teaching pronunciation in the post-EFL era: Lessons from ELF and implications for teacher education. In J. D. D. M. Agudo, (Ed.), English as a Foreign Language Teacher Education: Current perspectives and challenges. (pp. 127-146). Amsterdam and New York: Rodopi. https://doi.org/10.1163/9789401210485_009

Singleton, D. (1995). Introduction: A critical look at the critical period hypothesis in second language acquisition research. In D. Singleton & Z. Lengyel (Eds.), The age factor in second language acquisition (pp. 1-29). Clevedon, UK: Multilingual Matters.

Thomson, R. I., & Derwing, T. M. (2014). The effectiveness of L2 pronunciation instruction: A narrative review. Applied Linguistics, 36(3), 326-344. https://doi.org/10.1093/applin/amu076

Tlazalo Tejeda, A. C., & Basurto Santos, N. M. (2014). Pronunciation instruction and students' practice to develop their confidence in EFL oral skills. Profile Issues in Teachers Professional Development, 16(2), 151-170.

https://doi.org/10.15446/profile.v16n2.46146

Tsunemoto, A., & McDonough, K. (2020). Exploring Japanese EFL Learners' Attitudes Toward English Pronunciation and its Relationship to Perceived Accentedness. Language and Speech. 1-11. https://doi.org/10.1177/0023830919900372

Uchida, Y., & Sugimoto, J. (2019). Non‐native English teachers' confidence in their own pronunciation and attitudes towards teaching: A questionnaire survey in Japan. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12253

Venkatagiri, H. S., & Levis, J. M. (2007). Phonological awareness and speech comprehensibility: An exploratory study. Language awareness, 16(4), 263-277. https://doi.org/10.2167/la417.0

Wilner, L. K. (2007). Communication skills training programs for doctors. Academic Internal Medicine Insight, 5(3), 14-15. http://www.im.org/p/cm/ld/fid=209

Yagiz, O. (2018). EFL Language Teachers' Cognitions and Observed Classroom Practices about L2 Pronunciation: The Context of Turkey. Novitas-ROYAL (Research on Youth and Language), 12(2), 187-204. Retrieved from https://files.eric.ed.gov/fulltext/EJ1195280.pdf

Yoshida, K. (2010). Effects of oral practice on pronunciation: Focusing on word accentuation (Doctoral dissertation) Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 3702794)

Zamora, J. E. G. (2015). Teaching and learning L2 pronunciation: A closer look at classroom and extra-classroom factors in the development of comprehensibility in ESL learners (Doctoral dissertation). Retrieved from ProQuest Dissertations & Theses Global. (UMI No: 3702794)

Downloads

Published

2020-06-11

How to Cite

Aksakallı, C., & Yağız, O. (2020). The Pre-Service EFL Teachers’ Development of Phonological Processing and Evaluation of Their Attitudes toward Pronunciation. GIST – Education and Learning Research Journal, 20, 7–31. https://doi.org/10.26817/16925777.712

Altmetric

Article metrics
Abstract views
Galley vies
PDF Views
HTML views
Other views

Some similar items: