Sesletimin planlı ve plansız konuşma sınavı sonuçları üzerindeki etksisi

This study aims to figure out the effect of pronunciation and its segmental and suprasegmental features on two different speaking exam tasks: unplanned and planned genres. For this aim, a mixed-method research design was used. For the quantitative part of it, a total of 82 Turkish EFL learners were invited to spontaneous tests and presentations. As for the grading, a speaking rubric including a detailed pronunciation part was developed and utilized. For the qualitative part of the data, 18 of the participants were invited to a semi-structured interview aiming to reveal their perceptions on their pronunciation performances and preferences regarding the test types. The results revealed that pronunciation has a significant effect on both the exam types and the most influencing aspect of it was found to be intonation. All the results were interpreted that suprasegmental features have a bigger role than segmental features on students' exam scores. Hence, allocating time for practicing suprasegmental features in the classroom was suggested. Strikingly, the results also revealed that students perform better in unplanned exam task in terms of pronunciation compared to their performances in planned exam tasks. The present study also showed the interference of orthography, limited attention capacity and anxiety on pronunciation performance and possible solutions were suggested. Implementing audio articulation method for fossilized errors that the students complained about and as a result of the participants' suggestions, teaching International Phonetic Alphabet in the lessons for phonemes and word stress were recommended, as well. Keywords: The effect of pronunciation, Pronunciation testing, Planned speaking exam scores, Unplanned speaking exam score