Die relevanz der phonetik bei der fremdsprachenlehrerausbildung

ABSTRACT In general sense, linguistics is defined as the scientific analysis of the human language, and the outcomes of these analysis have an effective role in language teaching. That is why, although language teaching and linguistics have differences in terms of their objectives, there is a complementary relationship between the two areas. A language teacher makes use of the definitions and explanations of linguists to achieve the language teaching task. For this reason, the contribution of the theoretical work done by linguists can not be denied. Applied linguistcs, in particular, stands as a bridge between linguistics and language teaching. In this study, the investigation is focused on phonetics because the underlying idea is that verbal communication has great significance in the current era of "communication age". Phonetics identifies, defines, groups, structures and names sounds, thus, human sounds are determined. A language teacher, therefore, who is unaware of the articulation of sounds, would not transfer the sounds of the target language to his/her students accurately. A language teacher ought to be capable of the characteristics of phonetics, only than he/she can easily determine the phonetic problems of learners and correct them effectively. Especially, when two languages, which has sound differences and belong to different language families, such as German and Turkish, it can be said that, in such a case learners need more training of phonetics than ever. For above reason, in language teacher training institutions, it seems it is obligatory that learners should be exposed not only the theoretical courses but also be taught of on how to transfer their knowledge to practice. In this study, the theoretical bases of phonetics and the application of the theory into practice have been investigated. In particular, the importance of the teaching of phonetics, the relationship between phonetics and other skills of listening, speaking and writing, the problems of phonetics teaching, approaches to these problems and suggestions towards the solution of problems have been included in the study. IV