TÜRKİYE'DE İNGİLİZCE SESLETİM ÖĞRETİMİ PROGRAMLARINDA FONETİK VE ALOFONİK BİLİNÇ

Metin YURTBAŞI
<span title="2018-01-01">2018</span> <i title="ASOS Yayinevi"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/5tgbxzceqnbpdl6mdheebu374y" style="color: black;">The Journal of Social Sciences</a> </i> &nbsp;
Turkish learners of English provided with "phonetic awarenes"at their earliest stage of their education are likely to be understood when they speak even if they make errors in vocabulary and grammar (Nushi, 2018) . Thus it is important for them to grasp the basics of phonemes and especially allophones as early as they start learning such elements. On the other hand, people with poor articulation may be considered as incompetent, uneducated or lacking in knowledge. As the English pronounce
more &raquo; ... with a dark [ł], Turkish do not distinguish it in "tilki" [ˈtɪlkɪ] (dark l, 2018). Such allophonic differences must be taught to Turkish teachers of English must include in their earliest currilum so that their students should not to run into difficulties or communication problems later by distinguishing right and wrong phonemes in the choice of their words. So teachers of English would do well if they up phonetic distinctions in their early stages of their pronunciation teaching to prevent later difficulties in their students' speeches.
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