İngilizce öğretmen adaylarının sesletim ve konuşma kaygılarının incelenmesi

This study aimed to investigate pronunciation and speaking anxiety among pre-service ELT teachers in Turkey. The current study utilized descriptive and correlational approaches to disclose any relationship between learners' grades, intensive preparatory English education status, pronunciation anxiety, and speaking anxiety levels. Two different questionnaires, the Foreign Language Speaking Anxiety Scale and the Measure of Pronunciation Anxiety Scale were used to collect data. 232 pre-service ELT teachers completed the Measure of Pronunciation Anxiety Scale, and 254 took the Foreign Language Speaking Anxiety Scale. Data analysis was made through IBM SPSS, using normality, ANOVA and Mann Whitney-U tests. The results of this study revealed that participants generally have higher-than-average pronunciation and speaking anxieties. A difference was observed between participants who had taken intensive English courses in preparatory schools and those who had not, regarding pronunciation and speaking anxiety. A similar relationship was found between freshmen and seniors' pronunciation anxiety levels. However, the anxiety level differences cannot be classified as significant. The findings suggest that while ELT students experience notable pronunciation and speaking anxieties, the variations across different educational backgrounds and academic years do not substantially impact anxiety levels significantly. In conclusion the study suggests that, exposure to the target language has an impact on language learners.