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Title: Sources of pronunciation difficulties of Turkish adults in speaking English, with some pedagogical recommendations
Author: Bayraktaroglu, S.
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 1979
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Abstract:
The purpose of this thesis is to discover, for pedagogical application~, the sources of pronunciation difficulties in the English segmental phonemes of Turkish adult speakers of English. An error analysis has been applied to recorded specimens of con~ nected speech;a reading passage, sentences and isolated words of the. Turkish informants. The data was analyzed auditorily~and has been transcribed allophonically. Additionally, an intelligibility test was designed to determine the response of native speakers of English. Chapter I is a discussion of the theories and methods relevant to the study. A critique of contrastive analysis and error analysis together with variou~ claims about second language acquisition is presented. Chapter II is the presentation of the error analysis conducted in this research. The choice of the Turkish informants, the recorded and then the transcribed data of their English speech, and also the procedures of the intelligibility test are discussed in this chapter. In Chapter III, after a brief survey of interference theory (i.e. phonological interference of L1 (first language) to L2 (second language) and the possible resulting hierarchies of difficulties, a model of the cl~ssification of interference errors which was designed on the actual results of our error analysis is introduced. Starting from the most to the least important type of interference error in teaching, each type (i.e. phonemic, phonemic-distributional, phonetic, allophonic, allophonicdistributional, and orthographic) is discussed with further subdivisions together with recommended dri.lling exercises needed for its elimination in teaching. The discussion in Chapter IV is the report of the sources of systematic errors common to all Turkish informants. Errors in the followi.ng phonetic features are discussed: consonants, vowels, diphthong~, triphthongs, distribution of vowels, and consonant clusters. Interference errors are placed in the classification model as outlined in Chapter Ill. While reporting the results of the intelligibility test at relevant places, e~- amples of each error are given in allophonic transcription which show certain words as actually pronounced by the Turkish informants. Also, more specific drilling exercises are recommended for the elimination of each error than was more generally outlined in the classification model. Chapter IV ends with a discussion of orthographic interference. Chapter V discusses the general pedagogical recommendations for ~ffective pronunciation teaching. In the conclusion, the theoretical framework of the investigation is critically re-assessed and it is concluded that an error analysis might be profitably supplemented by the results of contrastive analysis parti.cularly in explaining the sources of the majority of errors and in the preparation of teaching materials. Examples of the allophonic transcriptions 01 the recorded data of each Turkish informant are given in the Appendix.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.449281  DOI: Not available
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