Pre-Service English Language Teachers’ Problematic Sounds

Abstract

Today, pronunciation is one of the least researched areas in the EFL context. The available studies focus on learner errors and aim to generalise the sound problems in differing contexts and L1 backgrounds. Studies reveal that some of the learner errors are caused by the input they receive at their learning environment. With the belief that the primary input in an EFL classroom is the teacher, this study analysed the sound problems of senior pre-service EFL teachers. The study was carried out in three universities in Turkey within the bounds of accessibility. A total of 66 pre-service English language teachers were randomly selected. “Please Call Stella” accent elicitation text was adapted to delineate the sound problems of the language segmentally. The analysis of the descriptive data revealed the major sound problems conforming to the previously mentioned literature in the field. Although the participants had completed their formal education in ELT, they committed errors with devoicing of word-final consonants, vowel insertion, vowel shortening, gemination and individual sounds /ɾ/, /ð/, /w/, /θ/, /ŋ/, /oʊ/, /ə/ and /æ/. It was assumed that mother tongue interference, fossilization of mistakes in language classrooms and non-existent sounds in L1 form the basis for errors in pronunciation.