Araştırma Makalesi
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Ya Bir Kelimeyi Yanlış Telaffuz Edersem?: Telaffuz Kaygısına İlişkin Dilbilimsel Bir Örnek Olay İncelemesi

Yıl 2025, Cilt: 22 Sayı: 1, 642 - 654, 30.04.2025

Aylin Yardımcı , Eda Başak Hancı-azizoğlu

https://doi.org/10.33437/ksusbd.1499657

Öz

Yabancı dil kaygısı, dil öğrenenlerin duygusal veya fiziksel rahatsızlık hissetme durumudur (Kralova ve Mala, 2018). Dil öğrenenlerin yabancı dile karşı kaygılı duygusal tepkisi, genellikle dil uzmanları ve eğitimciler tarafından duygusal filtrenin azaltılması ve dengelenmesiyle giderilir (Yaoqing, 2021). Bilimsel açıdan bakıldığında mevcut araştırma, dil öğrenenler arasında, yeterlilik düzeyleri ne olursa olsun, telaffuz kaygısının oldukça yaygın olduğunu göstermektedir (Kafes, 2018). Aynı bağlamda, bu araştırma çalışması özellikle yüksek düzeyde başarılı dil öğrenenler arasında telaffuz kaygısına neden olan altta yatan nedenleri araştırmaktadır. Bu çalışmada, telaffuz kaygısına neden olan altta yatan nedenleri analiz etmek için uygulamalı dilbilimin etkili bir yöntemi olan konuşma analizi tekniği uygulanmıştır. Bu dilbilimsel çalışma, İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerin, Türkçede bulunmayan seslerle karşılaştıklarında çoğunlukla İngilizce dilinde telaffuz kaygısı yaşadıklarını varsaymaktadır. Bu nedenle, ana dil müdahalesinin dil öğrenenlerin telaffuz kaygı düzeyleri üzerindeki etkisinin etkili bir konuşma analizi tekniği ile araştırılması önemlidir. Bu çalışma, telaffuz kaygısı ile ana dil müdahalesi arasındaki ilişkiyi vurgulamaktadır. Sonuçlar, ana dil müdahalesi ile telaffuz kaygısı arasında doğrudan bir ilişki olmadığını göstermektedir; ancak bu çalışmanın katılımcıları, Türkçe öğrenenlerin ana dilleri olan Türkçede bulunmayan seslerle karşılaştıklarında telaffuz güçlüğü yaşadıkları konusunda tutarlılık göstermiştir. Buna paralel olarak, gelecekteki araştırma çalışmaları için diğer dil kombinasyonları ile diğer diller arası etkileşimler araştırılabilir.

Anahtar Kelimeler

Uygulamalı dilbilim yüksek düzeyde başarılı İngilizce öğrenenler telaffuz kaygısı konuşma analizi.

Etik Beyan

Bu çalışma AELTE2022 1st International Conference on "21st Century Challenges in ELT" başlıklı konferansta sözlü özet bildiri olarak sunulmuştur.

Kaynakça

  • Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445-473.
  • Baran-Łucarz, M., & Lee, J. H. (2021). Selected Determinants of Pronunciation Anxiety. International Journal of English Studies, 21(1), 93-113.
  • Bogdanov, S. (2020). Editor's Note: Garuba, IO (2019). The Ageing Poet and Death Anxiety: Art as Existential Therapy in John Pepper Clark's Of Sleep and Old Age. English Studies at NBU, 5 (2), 268-283. English Studies at NBU, 6(1), 4-4.
  • Boudreau, C., MacIntyre, P., & Dewaele, J. M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149-170.
  • Boztilki, M., Güler, Ç. U., & Koçak, O. (2023). How Do Turkish Youth’s Individualist and Collectivist Characteristics Affect Their Willingness to Migrate? The Mediator Role of Life Satisfaction.
  • Brown, H. D. (1987). Principles of Language Learning and Teaching. Prentice-Hall, Englewood Cliffs, New Jersey.
  • Cassar, C., McCabe, P., & Cumming, S. (2023). “I still have issues with pronunciation of words”: A mixed methods investigation of the psychosocial and speech effects of childhood apraxia of speech in adults. International Journal of Speech-Language Pathology, 25(2), 193-205.
  • Demircioglu, M. D. (2013). The pronunciation problems for Turkish learners in articulating of the diphthongs in English learning. Procedia-Social and Behavioral Sciences, 106, 2983-2992.
  • Devries, B. A. (2012). Vocabulary assessment as predictor of literacy skills. New England reading association journal, 47(2), 4.
  • Dikmen, M. (2021). EFL Learners’ Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study. International Journal of Contemporary Educational Research, 8(3), 206-222.
  • Eddraoui, B., & Wirza, Y. (2020, May). Speaking Anxiety of EFL High School Students: Indonesian and Moroccan Cases. In 4th Asian Education Symposium (AES 2019) (pp. 349-356). Atlantis Press.
  • Filter Hypothesis on English Teaching Research in College. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 1518-1524). Atlantis Press.
  • Florence Ma, L. P. (2012). Advantages and disadvantages of native‐and nonnative‐English‐speaking teachers: Student perceptions in Hong Kong. TESOL quarterly, 46(2), 280-305.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
  • Kafes, H. (2018). A Study on Pronunciation Anxiety of Pre-service ELT teachers. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Özel Sayı 2), 1813-1827.
  • Kim, C. H., & Kim, Y. H. (2016). EFL LearnersPerceptions of Pronunciation, Pronunciation Anxiety, and Pronunciation Learning Strategies. 영어영문학, 21(4), 265-284.
  • Kralova, Z., & Mala, E. (2018). Non-native teachers’ foreign language pronunciation anxiety.International Journal of Technology and Inclusive Education, 7(2), 1322-1330.
  • MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Psychology for language learning: Insights from research, theory and practice (pp. 103-118). London: Palgrave Macmillan UK.
  • MacIntyre, P.D., & Gardner, R.C. (1991). Methods and results in the study of anxiety and language learning: a review of the literature. Language Learning, 41(1), 85- 117.
  • Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety within the EFL learner's interlanguage system: The case of Iranian learners. Journal of Language Teaching and Research, 3(3), 466.
  • Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate in the Indonesian EFL context.
  • Mora, J. C., Mora‐Plaza, I., & Bermejo Miranda, G. (2023). Speaking anxiety and task complexity effects on second language speech. International Journal of Applied Linguistics.
  • Naimushin, B., & Boris, N. (2019). Interviews with translators and interpreters. Russian Journal of Linguistics, 23(2), 584-590.
  • Öztekin Bayir, Ö., & Tekel, E. (2021). Problems of Turkish Education System and Suggested Solutions: What Do Pre-Service Teachers Think?. Journal of Pedagogical Research, 5(1), 275-292.
  • Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of language and Linguistic Studies, 10(1), 1-17.
  • Plailek, T. (2021). Pronunciation Problems and Factors Affecting English Pronunciatio of EFL Students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 2026-2033.
  • Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
  • Rodríguez, M. X., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87(3), 365-374.
  • Rumiyati, R., & Seftika, S. (2018). Anxiety of speaking English in English foreign language (Efl) Class. Journal of English Education, Literature and Linguistics, 1(1), 46-61.
  • Saviola, F., Pappaianni, E., Monti, A., Grecucci, A., Jovicich, J., & De Pisapia, N. (2020). Trait and state anxiety are mapped differently in the human brain. Scientific reports, 10(1), 11112.
  • Shteiwi, A. A., & Hamuda, M. A. (2016). Oral communication problems encountering English major students: Causes & remedies. International Journal of Social Science and Humanities Research, 4(2), 19-26.
  • Subaşı, G. (2010). What are the Main Sources of Turkish EFL Students' Anxiety in Oral Practice?. Turkish Online Journal of Qualitative Inquiry, 1(2).
  • Sunar, D. (2020). Culture and gender influences on self-concept and the bases of self-esteem: Four Turkish studies. Merging past, present, and future in cross-cultural psychology, 387-395.
  • Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300.
  • Tenorio Alarcón, J., & Rojas Candia, E. T. (2013) Factors that originate language anxiety on EFL learners in L2 oral production: a study carried outat Mayor de San Andres university on intermediate level students (Doctoral dissertation, Universidad Mayor de San Andrés. Facultad de Humanidades y Ciencias de la Educación. Carrera de Lingüística e Idiomas.).
  • Thompson, A. S., & Lee, J. (2014). The impact of experience abroad and language proficiency on language learning anxiety. Tesol Quarterly, 48(2), 252-274.
  • Tien, C. Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching.
  • Toubot, A. M., & Seng, G. H. (2018). Examining levels and factors of speaking anxiety among EFL Libyan English undergraduate students. International Journal of Applied Linguistics and English Literature, 7(5), 47-56.
  • Tulloch, H. (2006). The Routledge Companion to the American Civil War Era. Routledge.
  • Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61-67.
  • Yaoqing, Z. (2021, December). Review of Enlightenment of Emotional Factors in Krashen’s Affective
  • Yildirim, S., & Yildirim, Ö. (2016). The importance of listening in language learning and listening comprehension problems experienced by language learners: A literature review. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 2094-2110.

What If I Mispronounce o Word?: A Linguistic Case Study of Pronunciation Anxiety

Yıl 2025, Cilt: 22 Sayı: 1, 642 - 654, 30.04.2025

Aylin Yardımcı , Eda Başak Hancı-azizoğlu

https://doi.org/10.33437/ksusbd.1499657

Öz

Foreign language anxiety is the state of feeling emotional or physical discomfort for language learners (Kralova & Mala, 2018). Language learners’ anxious emotional reaction to a foreign language is often remedied by reducing and balancing the affective filter by language experts and educators (Yaoqing, 2021). From a scientific perspective, the current research indicates that pronunciation anxiety is quite common among language learners regardless of their proficiency levels (Kafes, 2018). Within the same context, this research study specifically investigates the underlying motives that cause pronunciation anxiety among highly-accomplished language learners. A speech analysis technique, an effective method of applied linguistics, is applied to analyze the underlying reasons that cause pronunciation anxiety. This linguistic study hypothesizes that Turkish EFL learners mostly experience pronunciation anxiety in the English language when they come across sounds that are not present in the Turkish language. Thus, it is significant to investigate the impact of the first language interference on pronunciation anxiety levels of language learners through an effective speech analysis technique. This scientific study highlights the correlation between pronunciation anxiety and first language interference. The results indicate that there is not direct correlation between first language interference and pronunciation anxiety; however, the participants of this study showed consistency in the fact that Turkish language learners experience pronunciation difficulty when they come across with sounds that are not present in their native language, Turkish. In parallel, other cross-linguistic interactions across other language combinations can be explored for future research studies

Anahtar Kelimeler

Applied linguistics highly-accomplished English language learners pronunciation anxiety speech analysis.

Kaynakça

  • Baran-Łucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445-473.
  • Baran-Łucarz, M., & Lee, J. H. (2021). Selected Determinants of Pronunciation Anxiety. International Journal of English Studies, 21(1), 93-113.
  • Bogdanov, S. (2020). Editor's Note: Garuba, IO (2019). The Ageing Poet and Death Anxiety: Art as Existential Therapy in John Pepper Clark's Of Sleep and Old Age. English Studies at NBU, 5 (2), 268-283. English Studies at NBU, 6(1), 4-4.
  • Boudreau, C., MacIntyre, P., & Dewaele, J. M. (2018). Enjoyment and anxiety in second language communication: An idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149-170.
  • Boztilki, M., Güler, Ç. U., & Koçak, O. (2023). How Do Turkish Youth’s Individualist and Collectivist Characteristics Affect Their Willingness to Migrate? The Mediator Role of Life Satisfaction.
  • Brown, H. D. (1987). Principles of Language Learning and Teaching. Prentice-Hall, Englewood Cliffs, New Jersey.
  • Cassar, C., McCabe, P., & Cumming, S. (2023). “I still have issues with pronunciation of words”: A mixed methods investigation of the psychosocial and speech effects of childhood apraxia of speech in adults. International Journal of Speech-Language Pathology, 25(2), 193-205.
  • Demircioglu, M. D. (2013). The pronunciation problems for Turkish learners in articulating of the diphthongs in English learning. Procedia-Social and Behavioral Sciences, 106, 2983-2992.
  • Devries, B. A. (2012). Vocabulary assessment as predictor of literacy skills. New England reading association journal, 47(2), 4.
  • Dikmen, M. (2021). EFL Learners’ Foreign Language Learning Anxiety and Language Performance: A Meta-Analysis Study. International Journal of Contemporary Educational Research, 8(3), 206-222.
  • Eddraoui, B., & Wirza, Y. (2020, May). Speaking Anxiety of EFL High School Students: Indonesian and Moroccan Cases. In 4th Asian Education Symposium (AES 2019) (pp. 349-356). Atlantis Press.
  • Filter Hypothesis on English Teaching Research in College. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 1518-1524). Atlantis Press.
  • Florence Ma, L. P. (2012). Advantages and disadvantages of native‐and nonnative‐English‐speaking teachers: Student perceptions in Hong Kong. TESOL quarterly, 46(2), 280-305.
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
  • Kafes, H. (2018). A Study on Pronunciation Anxiety of Pre-service ELT teachers. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 22(Özel Sayı 2), 1813-1827.
  • Kim, C. H., & Kim, Y. H. (2016). EFL LearnersPerceptions of Pronunciation, Pronunciation Anxiety, and Pronunciation Learning Strategies. 영어영문학, 21(4), 265-284.
  • Kralova, Z., & Mala, E. (2018). Non-native teachers’ foreign language pronunciation anxiety.International Journal of Technology and Inclusive Education, 7(2), 1322-1330.
  • MacIntyre, P., & Gregersen, T. (2012). Affect: The role of language anxiety and other emotions in language learning. In Psychology for language learning: Insights from research, theory and practice (pp. 103-118). London: Palgrave Macmillan UK.
  • MacIntyre, P.D., & Gardner, R.C. (1991). Methods and results in the study of anxiety and language learning: a review of the literature. Language Learning, 41(1), 85- 117.
  • Mahmoodzadeh, M. (2012). Investigating foreign language speaking anxiety within the EFL learner's interlanguage system: The case of Iranian learners. Journal of Language Teaching and Research, 3(3), 466.
  • Manipuspika, Y. S. (2018). Correlation between anxiety and willingness to communicate in the Indonesian EFL context.
  • Mora, J. C., Mora‐Plaza, I., & Bermejo Miranda, G. (2023). Speaking anxiety and task complexity effects on second language speech. International Journal of Applied Linguistics.
  • Naimushin, B., & Boris, N. (2019). Interviews with translators and interpreters. Russian Journal of Linguistics, 23(2), 584-590.
  • Öztekin Bayir, Ö., & Tekel, E. (2021). Problems of Turkish Education System and Suggested Solutions: What Do Pre-Service Teachers Think?. Journal of Pedagogical Research, 5(1), 275-292.
  • Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state university. Journal of language and Linguistic Studies, 10(1), 1-17.
  • Plailek, T. (2021). Pronunciation Problems and Factors Affecting English Pronunciatio of EFL Students. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(12), 2026-2033.
  • Rajendran, T., & Yunus, M. M. (2021). A systematic literature review on the use of mobile-assisted language Learning (MALL) for enhancing speaking skills among ESL and EFL learners. International Journal of Academic Research in Progressive Education and Development, 10(1), 586-609.
  • Rodríguez, M. X., & Abreu, O. (2003). The stability of general foreign language classroom anxiety across English and French. The Modern Language Journal, 87(3), 365-374.
  • Rumiyati, R., & Seftika, S. (2018). Anxiety of speaking English in English foreign language (Efl) Class. Journal of English Education, Literature and Linguistics, 1(1), 46-61.
  • Saviola, F., Pappaianni, E., Monti, A., Grecucci, A., Jovicich, J., & De Pisapia, N. (2020). Trait and state anxiety are mapped differently in the human brain. Scientific reports, 10(1), 11112.
  • Shteiwi, A. A., & Hamuda, M. A. (2016). Oral communication problems encountering English major students: Causes & remedies. International Journal of Social Science and Humanities Research, 4(2), 19-26.
  • Subaşı, G. (2010). What are the Main Sources of Turkish EFL Students' Anxiety in Oral Practice?. Turkish Online Journal of Qualitative Inquiry, 1(2).
  • Sunar, D. (2020). Culture and gender influences on self-concept and the bases of self-esteem: Four Turkish studies. Merging past, present, and future in cross-cultural psychology, 387-395.
  • Szyszka, M. (2011). Foreign language anxiety and self-perceived English pronunciation competence. Studies in Second Language Learning and Teaching, 1(2), 283-300.
  • Tenorio Alarcón, J., & Rojas Candia, E. T. (2013) Factors that originate language anxiety on EFL learners in L2 oral production: a study carried outat Mayor de San Andres university on intermediate level students (Doctoral dissertation, Universidad Mayor de San Andrés. Facultad de Humanidades y Ciencias de la Educación. Carrera de Lingüística e Idiomas.).
  • Thompson, A. S., & Lee, J. (2014). The impact of experience abroad and language proficiency on language learning anxiety. Tesol Quarterly, 48(2), 252-274.
  • Tien, C. Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching.
  • Toubot, A. M., & Seng, G. H. (2018). Examining levels and factors of speaking anxiety among EFL Libyan English undergraduate students. International Journal of Applied Linguistics and English Literature, 7(5), 47-56.
  • Tulloch, H. (2006). The Routledge Companion to the American Civil War Era. Routledge.
  • Valizadeh, M. (2021). The challenges facing English language teachers in Turkey. Advances in Language and Literary Studies, 12(4), 61-67.
  • Yaoqing, Z. (2021, December). Review of Enlightenment of Emotional Factors in Krashen’s Affective
  • Yildirim, S., & Yildirim, Ö. (2016). The importance of listening in language learning and listening comprehension problems experienced by language learners: A literature review. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(4), 2094-2110.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Kültürel çalışmalar (Diğer)
Bölüm Makaleler
Yazarlar

Aylin Yardımcı 0000-0003-3238-4646

Eda Başak Hancı-azizoğlu 0000-0001-6937-5925

Erken Görünüm Tarihi 29 Nisan 2025
Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 11 Haziran 2024
Kabul Tarihi 23 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 22 Sayı: 1

Kaynak Göster

APA Yardımcı, A., & Hancı-azizoğlu, E. B. (2025). What If I Mispronounce o Word?: A Linguistic Case Study of Pronunciation Anxiety. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 22(1), 642-654. https://doi.org/10.33437/ksusbd.1499657
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