Özet:

This study delves into the perspectives of final-year pre-service Turkish EFL teachers, specifically concerning their attitudes towards pronunciation instruction in the context of teaching English as a foreign language (EFL). The sample size included 150 participants, all of whom were nonnative speakers of the English language. These pre-service teachers were assessed using an online questionnaire that was methodologically structured to incorporate 15 items across six principal themes pertinent to pronunciation instruction, namely: the importance of pronunciation, how pronunciation develops, when to teach it, what to teach, how to teach, and who can teach. The results yielded an array of intriguing insights. Predominantly, those participants engaged in more extensive coursework on methods specific to pronunciation instruction displayed a greater alignment with contemporary research findings within the field. However, it is noteworthy that some respondents, despite extensive training, adhered to the underlying nativeness principle, expressing a predilection for native-like pronunciation as opposed to pronunciation characterized by intelligibility and comprehensibility.

Anahtar Kelimeler: