Pronunciation training in teaching Turkish as a foreign language

This study aims to improve the pronunciation skill of the students who learn Turkish as a foreign language in terms of segmental and supra-segmental units with an integrated approach and to reveal both the performative and cognitive effects of this development. The study was designed as a convergent mixed method, which is one of the mixed method models. In order to improve students' pronunciation skills, teaching activities related to pronunciation training were designed according to the integrated approach. The participants of the study were 24 students learning Turkish as a foreign language in BAIBU TOMER in the 2018-2019 academic year. From the A1 level to the end of the C1 level, in-class pronunciation training practices were carried out two hours per week for 27 weeks. The qualitative data collection tools of the research study are student reading aloud recordings, fMRI images, instructor-researcher diary and semi-structured student interview form. Content analysis technique was used to analyze qualitative data. fMRI images were compared to describe the cognitive development of the students. In the quantitative stage of the research, Prozodic Reading Scale, Turkish Speech Self-Efficacy Scale for Foreigners and Turkish Learning Attitude Scale were used as data collection tools. Among these data collection tools, Prozodic Reading Scale was used as pre-test (A1), mid-test (B1) and post-test (C1); other scales were applied as pre-test (B1) and post-test (C1). In the statistical analysis, the developmental areas of students as a result of the pronunciation training were examined. As a result of the analysis, the following results were found: 1. While at the A1 level, the number of common letters mispronounced by all students was 20; 14 different letters were mispronounced at the end of the A2 level. 9 different letters at the end of the B1 level, 8 at the end of the B2 level and 8 different common letters were mispronounced at the end of the C1 level. These results revealed that the pronunciation training activities prepared according to the integrated approach were effective in reconstitutioning the mistakes of the students who learn Turkish as a foreign language in segmental units. 2. Brain images were taken with the fMRI technique before and after the pronunciation training. It was observed that 9 students whose mother tongue was Arabic, French and Mongolian made cognitive progress. It is thought that the cerebellar region is associated with pronunciation, and the occipital region is related to reading comprehension. 3. The scores students obtained from the prosodic reading scale at the B1 level (mid-test) were higher than the scores in the A1 level (pre-test); they were higher at the C1 level (post-test) than the B1 (mid-test) level with a significant difference. 4. It was observed that pronunciation training activities prepared according to the integrated approach significantly improved the Turkish learning attitudes of the students who learn Turkish as a foreign language. 5. It was realized that pronunciation instruction activities prepared according to the integrated approach improved the speaking self-efficacy of students who learn Turkish as a foreign language with significant difference. 6. Students stated that pronunciation training activities prepared according to the integrated approach reduced reading, writing and sound errors; and they thought that it also improved their language skills, such as vocabulary and pronunciation and made it easier to learn Turkish. They indicated that they had difficulties while doing some activities due to the influence of their native language, and it would be beneficial for them to increase weekly lessons and individual activities for pronunciation education.