THE VIEWS OF TURKISH TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE ON PRONUNCIATION TEACHING AND AN IN-SERVICE TRAINING SUGGESTION

Abstract

Compared to the other skills, English pronunciation teaching has been considered unimportant and very little focus has been given to teaching pronunciation. (Kelly, 1969; Celce-Murcia et al. 1996; Brown & Yule, 1983). Several studies have been conducted regarding the errors of TEFLL and their views on pronunciation (Aktuğ, 2015; Akyol, 2013; Demirezen, 2010; Demircioğlu, 2013; Ülkersoy, 2007; Yılmaz 2019). However, there is still a lack of in-depth analysis of the views of TELFTs on pronunciation and their perspectives on their own pronunciation. In addition, although being reported as useful in several studies, INSET programs have been considered ineffective due to some problems with their designs and processes (Hoş & Topal, 2013; Çelik et al,2013; Saban,2000). In this respect, this study aimed to reveal the pronunciation teaching perspectives of Turkish EFL Teachers and their views on their own pronunciation skills. The study also presented an INSET suggestion on English pronunciation teaching targeting the higher education instructors at preparatory programs. The study was designed with a mixed method approach and carried out with 156 participants working at foundation universities in Istanbul. Quantitative data were gathered via a questionnaire to reveal the perspectives of TEFLT on EPT and their self-perspectives on pronunciation. Qualitative data were gathered via semi-structured interviews with instructors selected using convenience sampling to reveal their perspectives on EPT, the EPT practices they use as well as their needs on EPT. The results revealed that TEFLTs perspectives were positive towards pronunciation. Taking phonology classes and years of experience showed significant differences compared to TEFLTs’ views on pronunciation teaching practices and their self perspectives. In addition, the interview results revealed that TEFLT do pay attention to pronunciation teaching in their classes, and they require further training and education on the subject matter. The data gathered via interviews created the basis for an INSET on EPT with the use of integrating different approaches.