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dc.contributor.authorKorkut, Perihan
dc.contributor.authorÇelik, Özkan
dc.date.accessioned2020-11-20T17:17:19Z
dc.date.available2020-11-20T17:17:19Z
dc.date.issued2018
dc.identifier.citationPerihan Korkut & Özkan Çelik (2021) Developing pronunciation through creative drama, The Language Learning Journal, 49:2, 147-159, DOI: 10.1080/09571736.2018.1491058
dc.identifier.issn0957-1736
dc.identifier.urihttps://doi.org/10.1080/09571736.2018.1491058
dc.identifier.urihttps://hdl.handle.net/20.500.12809/6377
dc.description0000-0002-5037-0267
dc.description0000-0002-8490-9419
dc.description.abstractTraditionally, pronunciation is taught through recognition- or repetition-based mechanical drills. Upon the arrival of the communicative approach, pronunciation has been neglected in the ELT classroom because these types of activities are considered uncommunicative and form-focused. The teachers and coursebooks, however, have failed to replace these activities with communicative ones. The need to find other ways of teaching pronunciation whereby students will be engaged with the language in meaningful ways integrated with other skills is highlighted. In this study, by means of dramatic situations, the students are provided with a meaningful context which gives them a communicative purpose for giving constant priority to accuracy. By this means, they engage in the communicative activity and still get the benefit from repetition and focus-on-form while learning pronunciation. The researchers developed 18 hours of creative drama sessions directed towards a variety of segmental and suprasegmental level problems which Turkish learners of English can encounter. These sessions were then held with a group of 12 volunteer students from the ELT department during a 6-day period. The effect of the creative drama sessions was measured via a read-aloud task which was given to the participants as pre- and post-test. All participant students did better in the post-test. The results showed that the students’ pronunciation improved more at the suprasegmental level. © 2018 Association for Language Learningen_US
dc.item-language.isoengen_US
dc.publisherRoutledgeen_US
dc.item-rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCreative dramaen_US
dc.subjectEnglish as a foreign languageen_US
dc.subjectpronunciationen_US
dc.subjectsegmentalsen_US
dc.subjectsuprasegmentalsen_US
dc.titleDeveloping pronunciation through creative dramaen_US
dc.item-typearticleen_US
dc.contributor.departmentMÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
dc.contributor.departmentMÜ, Eğitim Fakültesi / Temel Eğitim Bölümü
dc.contributor.institutionauthorKorkut, Perihan
dc.contributor.institutionauthorÇelik, Özkan
dc.identifier.doi10.1080/09571736.2018.1491058
dc.identifier.startpage1en_US
dc.identifier.endpage13en_US
dc.relation.journalLanguage Learning Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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