ABSTRACT

Traditionally, pronunciation is taught through recognition- or repetition-based mechanical drills. Upon the arrival of the communicative approach, pronunciation has been neglected in the ELT classroom because these types of activities are considered uncommunicative and form-focused. The teachers and coursebooks, however, have failed to replace these activities with communicative ones. The need to find other ways of teaching pronunciation whereby students will be engaged with the language in meaningful ways integrated with other skills is highlighted. In this study, by means of dramatic situations, the students are provided with a meaningful context which gives them a communicative purpose for giving constant priority to accuracy. By this means, they engage in the communicative activity and still get the benefit from repetition and focus-on-form while learning pronunciation. The researchers developed 18 hours of creative drama sessions directed towards a variety of segmental and suprasegmental level problems which Turkish learners of English can encounter. These sessions were then held with a group of 12 volunteer students from the ELT department during a 6-day period. The effect of the creative drama sessions was measured via a read-aloud task which was given to the participants as pre- and post-test. All participant students did better in the post-test. The results showed that the students’ pronunciation improved more at the suprasegmental level.

摘要

传统上，发音是通过基于识别或重复的机械练习来教授的。随着交际方式的到来，ELT课堂中的发音已被忽略，因为这些类型的活动被认为是非交际的，并且注重形式。但是，教师和教科书未能用交际活动代替这些活动。强调了寻找其他教学发音的方法的需要，以便学生将以有意义的方式与其他技能相结合来使用该语言。在本研究中，通过戏剧化的情境，为学生提供了有意义的情境，使他们具有交流的目的，从而始终将准确性放在首位。通过这种方式，他们从事交际活动，在学习发音的同时仍能从重复和形式集中中受益。研究人员开发了18个小时的创造性戏剧会议，针对土耳其英语学习者可能遇到的各种分段和超分段水平的问题。然后，在6天的时间内与来自ELT系的12名志愿者学生组成的小组举行了这些会议。创意戏剧会议的效果是通过朗读任务来衡量的，该任务在测试前和测试后分配给参与者。所有参加测试的学生在后测中表现都更好。结果表明，学生的发音在超节段水平上得到了更大的提高。研究人员开发了18个小时的创造性戏剧会议，针对土耳其英语学习者可能遇到的各种分段和超分段水平的问题。然后，在6天的时间内与来自ELT系的12名志愿者学生组成的小组举行了这些会议。创意戏剧会议的效果是通过朗读任务来衡量的，该任务在测试前和测试后分配给参与者。所有参加测试的学生在后测中表现都更好。结果表明，学生的发音在超节段水平上得到了更大的提高。研究人员开发了18个小时的创造性戏剧会议，针对土耳其英语学习者可能遇到的各种分段和超分段水平的问题。然后，在6天的时间内与来自ELT系的12名志愿者学生组成的小组举行了这些会议。创意戏剧会议的效果是通过朗读任务来衡量的，该任务在测试前和测试后分配给参与者。所有参加测试的学生在后测中表现都更好。结果表明，学生的发音在超节段水平上得到了更大的提高。创意戏剧会议的效果是通过朗读任务来衡量的，该任务在测试前和测试后分配给参与者。所有参加测试的学生在后测中表现都更好。结果表明，学生的发音在超节段水平上得到了更大的提高。创意戏剧会议的效果是通过朗读任务来衡量的，该任务在测试前和测试后分配给参与者。所有参加测试的学生在后测中表现都更好。结果表明，学生的发音在超节段水平上得到了更大的提高。