A Critical Evaluation of Pronunciation Teaching in an ELT Department in Turkey

Abstract

Growing evidence has confirmed that pronunciation is essential for effective communication despite its various degrees of importance across teaching contexts. In Turkey, English teacher trainees usually receive little or no pronunciation instruction in primary/secondary education and take the Listening and Pronunciation I course in tertiary education. Given the particular significance of pronunciation for effective communication, this study evaluated the state of pronunciation teaching at the English Language Teacher Education Program of a state and research university within the scope of the course. The study adopted a mixed-methods case study and collected qualitative and quantitative data (e.g., diagnostic tests, focus group and semi-structured interviews, course evaluation survey, and instructional/institutional documents) from the undergraduate and graduate students, the course instructor, and non-native expert lecturers during emergency online education. Descriptive, inferential, and thematic analyses revealed varying degrees of pronunciation knowledge (moderate), perception (minor), and production (large) of the teacher trainees. However, specific knowledge gaps and problems with segmentals and suprasegmentals persisted. The undergraduates and graduates suggested convergent and divergent remarks about the course evaluation components. The study also reported congruent and contrasting findings with the remedial and expert judgment approaches. The teacher trainees found the evaluated course adequate or inadequate, depending on their diverse expectations. Ultimately, pedagogical and methodological suggestions were made.