288 KB0 KB200420252019Şen, Serkanštevilka:1letnik:16str. 145-157ISSN:1581-8918COBISSID:70991458URN:URN:NBN:SI:doc-WPB3ZQB9enZnanstvena založba Filozofske fakultete Univerze v LjubljaniELOPE (Ljubljana)angleška izgovarjavaortografijasamoglasniški sistemstandardni angleški samoglasnikiturščinaHelping Turkish EFL learners with the pronunciation of four general British vowels|The article presents and discusses a mixed-method study that aimed at establishing how pre-service teachers of English as a Foreign Language (EFL) self-assessed those sounds of the English language that would cause problems for their pronunciation in EFL. Fourteen pre-service EFL teachers on the intermediate level of EFL proficiency whose first language (L1) was Norwegian were recruited for the study. They were asked to write reflective essays concerning the sounds of the English language that they considered problematic to pronounce. The participants' essays were contrasted with the essays written by the control group that was comprised of 14 in-service EFL teachers whose L1 was Norwegian. The results of the analysis revealed that the participants identified several English sounds that they self-assessed as problematic to pronounce, e.g. /z/, /%/, /%/, and /%/. The analysis of the controls' essays yielded similar results. These findings and their linguo-didactic implications are discussed in the articleČlanek predstavlja študijo, ki z mešano metodo ugotavlja, kako bodoči učitelji angleščine kot tujega jezika samoocenjujejo angleške glasove, ki se jim zdijo težje izgovorljivi. v raziskavi sodeluje 14 bodočih učiteljev angleščine na srednji stopnji znanja angleščine, katerih prvi jezik je norveščina. Udeležence smo prosili, naj zapišejo svoje misli o angleških glasovih, ki se jim zdijo težje izgovorljivi. Njihove zapise smo primerjali z zapisi kontrolne skupine, ki jo je sestavljalo 14 učiteljev angleščine kot tujega jezika, katerih prvi jezik je prav tako norveščina. rezultati razčlembe so razkrili, da so udeleženci našteli več angleških glasov, ki so jih ocenili kot težavne, npr. /z/, /%/, /%/ in /%/. Analiza kontrolne skupine je pokazala podoben rezultat. Prispevek razčleni te ugotovitve in njihov jezikovno-didaktični pomenTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Filozofska fakulteta, Znanstvena založba