Collegial Reactions to Faulty Pronunciation of Teachers in Relation to English Language Teaching

Abstract

Abstract The aim of this study was to explore the collegial reactions of teachers to faulty pronunciation in relation to English language teaching. Some vowel and consonant sounds of English language are problematic for Turkish English teachers because they do not exist in Turkish inventory of sounds. The pronunciation of these English sounds usually results in fossilized mistakes for the Turkish teachers of English and teacher trainees. In this respect, a questionnaire with 21 items and three subheadings, ⿿reactions in terms of profession-wise⿿, ⿿professional efficiency of non-native teachers⿿ and ⿿reactions in terms of collegial friendship⿿, was developed by the researchers of this research. The data were collected from 30 Turkish teachers of English who worked at different state universities in Turkey via a five-point Likert scale and were analyzed through Independent Samples T-test and ANOVA. The results demonstrated that while most teachers support their colleagues in regard to professional efficiency of non-native teachers and collegial friendship, only a small percentage of the teachers support their colleagues in respect to professional-wise.