Yabancı dil olarak İngilizce öğrenen lise öğrencilerine ikinci dil telaffuzunu öğretmek için çok modlu pedagojik araçlar olarak şarkılar

This thesis explores the potential of songs as multimodal pedagogical tools for teaching English pronunciation to high school EFL learners. While numerous studies have examined the role of songs in English language teaching, limited research addresses their specific impact on pronunciation, particularly on segmental and suprasegmental features. Moreover, no studies to date have investigated this topic within the context of high school students in Türkiye. Given the widespread use of songs in foreign language classrooms, their application for improving pronunciation remains underexplored, necessitating research to determine their efficacy. The aim of this study is to investigate the effects of song-based lessons on the pronunciation skills of high school EFL learners, including both segmental and suprasegmental elements. Employing a time-series research design and a mixed-methods approach, the study involved a single group of seven beginner-level EFL learners over a 12-week intervention. Students participated in lessons incorporating songs, with their pronunciation assessed five times at regular intervals using a pronunciation scale directly taken from Cambridge University Press (2019). Additionally, teacher observations and notes provided qualitative insights into the progress observed during the intervention. The findings reveal that the use of songs significantly improved students' pronunciation of individual sounds and overall intelligibility. However, no notable progress was observed in suprasegmental features such as intonation and stress. These results underscore the value of integrating songs into pronunciation teaching while highlighting areas for further research. The study offers practical recommendations for educators and serves as a foundation for future investigations into the comprehensive use of songs to enhance all aspects of pronunciation in EFL classrooms.