Table of Contents
List of Tables. VIII
List of Figures. IX
Acknowledgment IV
Dedication. V
Abstract 1
1-1 Over view.. 3
1-2 Introduction. 3
1-3 Statement of problem.. 7
1-4 Research questions. 7
1-5 Research hypotheses. 7
1-6 Significance of the study. 8
1-7 Definitions of technical terms. 8
2-1 Overview.. 11
2-2 Iranian Studies. 11
2-3 Foreign Studies. 13
2-4 Theoretical base of the study. 18
2-5Categories of Suffixes. 20
2-5-1 Non-neutral (Strong) suffixes. 21
2-5-2 Neutral suffixes. 22
2-6 Derivation in lexical morphology. 23
3-1 overview.. 29
3-2 Research questions. 29
3-3 Research design. 29
3-4 Participants. 30
3-5 Instruments. 31
3-5-1 Questionnaire. 32
3-5-2 Reliability and Validity. 32
3-6 Data collection procedures. 32
3-7 Data analysis. 33
4-1 overview.. 35
4-2 Demographic information. 35
4-3 Descriptive statistics. 36
4-3-1 The frequency of the answers to the pronunciation questions. 37
4-3-2 The frequency of the answers to the pronunciation questions based on gender 38
4-3-3 The frequency of the answers to the pronunciation questions based on academic degree. 40
4-3-4 The frequency of the answers to the pronunciation questions based on the place of teaching English. 42
4-3-5 The frequency of the answers to the pronunciation questions based on teaching experience. 44
4-4 Investigating research hypotheses by using inferential statistics. 46
4-4-1 First Hypothesis: 47
4-4-2 Second Hypothesis: 47
4-4-3 Third Hypothesis: 48
4-4-4 Fourth Hypothesis: 49
4-5 Discussion. 50
5-1 overview.. 52
5-2 Summary. 53
5-3 conclusion. 54
5-4 Implications. 55
5-5 limitations of the study. 55
5-6 Suggestions for further studies. 56
Appendix. 57
Reference. 68
List of Tables
Table 3-1 Background information about participants of the study. 30
Table 4-1 Background information about participants of the study. 36
Table 4-2 The frequency of the answers to the pronunciation questions. 37
Table 4-3 The frequency of the answers to the pronunciation questions based on gender 39
Table 4-4 The frequency of the answers to the pronunciation questions based on academic degree. 41
Table 4-5 The frequency of the answers to the pronunciation questions based on the place of teaching English. 43
Table 4-6 The frequency of the answers to the pronunciation questions based on teaching experience. 45
Table 4-7 The results obtained by applying Man-whitney U Test 47
Table 4-8 The results obtained by applying Man-whitney U Test 48
Table 4-9 The results obtained by applying Man-whitney U Test 48
Table 4-10 The results obtained by applying Kruskal–Wallis Test 49
List of Figures
Figure 3-1 Background information about participants of the study. 31
Figure 4-1 The frequency of the answers to the pronunciation questions. 38
Figure 4-2 The frequency of the answers to the pronunciation questions based on gender 40
Figure 4-3 The frequency of the answers to the pronunciation questions based on academic degree. 42
Figure 4-4 The frequency of the answers to the pronunciation questions based on the place of teaching English. 44
Figure 4-5 The frequency of the answers to the pronunciation questions based on teaching experience. 46
Abstract
Mastering pronunciation in EFL context, where direct access to native speaker is scarce, is a highly challenging objective for many language students in Iran. Derivative words more specifically, pose their own problems. There are different types of suffixes, two of which are neutral and non-neutral. This study examines the effects of the gender, experience, academic degree and the teaching place of English teachers on the pronunciation of the neutral and non-neutral suffixes. The sample included 40 Ilamian EFL teachers teaching English at different high schools and institutes. None of teachers studied in English speaking countries. They were classified into two groups male and female with B.A. and M.A. degree who taught at different schools and institutes. To analyze data two kinds of test employed: The Man-Whitney U Test for gender, academic degree and place of teaching, and The Kruskal–Wallis for teaching experience. There is no treatment in this study. According to these two tests and the analyses of dependant and independent variables, it can be concluded that there is no meaningful differences between female and male answers in the pronunciation of neutral and non-neutral suffixes. Also the difference between teachers having M.A and B.A degree with the pronunciation of neutral and non-neutral suffixes is not meaningful. But there is a meaningful difference between teaching place and the pronunciation of the neutral and non-neutral suffixes. Furthermore, conserning the last element, it can be said that there is no meaningful difference between three existed ranges of experience with the pronunciation of neutral and non-neutral suffixes.
Key words: pronunciation, derivative words, neutral suffixes, non-neutral suffixes
Chapter One
Introduction
1-1 Over view
The first chapter of this study addresses the introduction. It is organized in six major sections: a) introduction, b) statement of problem, c) research questions, e) research hypotheses, f) significance of the study and g) definition of the technical terms.
1-2 Introduction
When we think of English skills, the ‘four skills’ of listening, speaking, reading, and writing readily come to mind. Of course other skills such as pronunciation, grammar, vocabulary, and spelling all play a role in effective English communication (Bauer, Laurie, 1988).
Listening skills are vital for learners. Of the ‘four skills,’ listening is by far the most frequently used. Listening and speaking are often taught together, but beginners, especially non-literate
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[یکشنبه 1399-09-30] [ 03:57:00 ب.ظ ]
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