How Could Foreign Teachers in Turkey Pronounce Their Turkish Students' Names Correctly

Autor/in	Yurtbasi, Metin
Titel	How Could Foreign Teachers in Turkey Pronounce Their Turkish Students' Names Correctly
Quelle	1 (2016) 2, S.58-101 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Foreign Workers; Teachers; Pronunciation; Turkish; Naming; Identification; Phonetic Transcription; Alphabets; Phonology; Phonemes; Vowels; Suprasegmentals; Word Lists; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrer; Lehrerin; Lehrende; Aussprache; Türkisch; Identifikation; Identifizierung; Lautschrift; Buchstabenschrift; Fonologie; Fonem; Wortliste; Türkei
Abstract	Most of us have read Dale Carnegie's classic "How to make friends and influence people" in which he reveals the secret of human psychology: giving people the "feeling of importance" that they seek. He claims in that work that people feel more friendly toward those who allows them this feeling by caring about them and showing this by calling them by their names. He explains the reason for this by the age-old motto "the sweetest music to anyone's ears is the sound of their own names." Likewise in Turkey, young students love best those teachers who call them by their names, and tend to remain indifferent to those who are aloof. Most foreign-born teachers who teach English in Turkish schools, although aware of the importance of communicating for better education, fail to grasp this missing link to their students' hearts by not pronouncing their students' names properly. Considering that Turkish is a difficult language to learn, they simply get by in their own particular mispronunciation or even worse by ridiculously nicknaming them. This practice naturally hurt their students' feelings, and causes negative consequences in the learning performance. To avoid this, it is suggested that such foreign-born teachers, not familiar with the Turkish language, should first consider that their students' names are part of their individual and cultural identity and they expect their teachers care for themselves as much as their names. If such teachers take some effort to learn the phonemic and stress features of the students' mother tongue, i.e. Turkish, and apply those principles on their students' names, they will make them feel happier and more comfortable with their relationship and motivate them in their performance. Names are specially selected in Turkey before given to children because of the valuable meanings they bear, and children are expected to live up to them throughout their lives. So it is natural that little ones at school also expect their teachers to respect their names. A case of mispronouncing their names or nicknaming them would only belittling their self-esteem and cause them react in their own way. So this paper presents to such teachers a special opportunity to review the basic Turkish pronunciation guide--the vowels, their soft and hard variants, combinations, the consonants, their clusters and especially primary and secondary stress patters with many examples. A listing of about 1000 most common Turkish boys and girls names with their meanings and IPA transcriptions are also given to help them be aware of such names and their significance for their students. After studying and practicing on them teachers will see for themselves the difference it makes for their relationship and the motivation this practice makes on their performance. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01