Türk öğrencilerin İngilizce sesletiminde yazımın etkisi

This study investigated the effect of spelling on the pronunciation difficulties of Turkish EFL learners who learn English as a foreign language in schools and generally with written materials. Considering the differences between the two languages in terms of grapheme-sound correspondences, 7 main categories and 26 subcategories were determined. Turkish EFL learners with a native background of transparent grapheme-phoneme correspondence may encounter problems when they learn a language with an opaque orthography. Words with different familiarity levels were selected for each category to determine whether familiarity had an effect. 61 students receiving preparatory education at a state university in Turkey participated in the study. The participants completed 4 tasks in 3 different sessions. The tasks included word repetition with audio form only, read-aloud and immediate word repetition after the audio, and immediate word repetition with the video form. The participants were then given a 6-week intervention which aimed to raise participants' awareness about orthography-induced pronunciations caused by the differences between the written language and pronunciation of English. Participants' productions of words before and after the intervention were analyzed. The results showed that the familiarity level of words, tasks and different categories showed an effect of orthography-induced pronunciation. A comparison of read-aloud task before and after the intervention revealed that the number of orthography-induced pronunciation was decreased. Keywords: EFL, Grapheme-phoneme correspondence, Orthography effect, Turkish EFL Learners, Pronunciation difficulties