Demirezen, M. (2020). The place of pronunciation
spelling in teacher training. International Online
Journal of Education and Teaching (IOJET), 7(1).
313-325.
http://iojet.org/index.php/IOJET/article/view/810
Received: 01.10.2019
Received in revised form: 16.11.2019
Accepted: 30.11.2019
THE PLACE OF PRONUNCIATION SPELLING IN TEACHER TRAINING
Research Article
Mehmet Demirezen
Ufuk University
mehmet.demirezen@ufuk.edu.tr
Prof. Dr. Mehmet Demirezen’s research areas are educational phonetics and phonology,
educational linguistics, teaching pronunciation and intonation, teaching writing, and
educational linguistics in foreign language teaching. Presently, he is the chairman of the
Department of English Language Education, Faculty of Education of Ufuk University.
Copyright by Informascope. Material published and so copyrighted may not be published elsewhere
without the written permission of IOJET.
http://iojet.org/index.php/IOJET/article/view/810
mailto:mehmet.demirezen@ufuk.edu.tr
http://orcid.org/0000-0002-4061-4715
Demirezen
313
THE PLACE OF PRONUNCIATION SPELLING IN TEACHER
TRAINING
Mehmet Demirezen
mehmet.demirezen@ufuk.edu.tr
Abstract
A pronunciation spelling (henceforth, PS) is supposed to represent a pronunciation more
closely than a traditional spelling. The converse of spelling pronunciation is pronunciation
spelling: the creation of a new spelling form on the basis of pronunciation. It indicates a
pronunciation of a word that is influenced by its spelling and does not follow standard usage.
In pronunciation spelling, there is the spelling of words intended to match a certain
pronunciation more closely than the traditional spelling. They are frequently used in speech in
colloquial English. It is also accepted as contraction, but this is not true because PS goes
beyond contractions and has more complicated structures. In this research, the problem-
causing influence of pronunciation spelling on 30 MA students in a foundation university was
being investigated. It was discovered that after a three-hour intense teaching period the
perception of the participants’ pronunciation spelling on words, phrases, clauses, and
sentences developed from 65 % to 76 %.
Keywords: spelling pronunciation, pronunciation spelling, eye dialect, phonetic spelling,
1. Introduction
The term pronunciation spelling, which is also called relaxed pronunciation, is refers to a
phonetic respelling of a word that does not have a standard spelling. Taking the pronunciation
of a word from its spelling should not be confused with spelling a word how it is pronounced.
“Pronunciation spelling is a case of relaxed pronunciation in which syllables of certain
commonly used words, word groups, clauses, or even sentences are slurred together to create
a reduction in the structure of words” (Demirezen, 2019, p. 277). Then, if a word is
pronounced according to its spelling, it is called pronunciation spelling, and as it is a reverse
collocation, it is easily confused with spelling pronunciation or phonetic spelling.
Pronunciation spelling is used usually when writing in dialect or when trying to capture an
accent. It is a linguistic phenomenon that develops a spelling change in words by involving
the contracted forms created by the combination of a couple of words.
According to Wells (2016: 96) pronunciation spelling is “a new spelling is applied,
reflecting the pronunciation better than the traditional spelling does. Popularly this is
sometimes called phonetic spelling. An example would be the proper name Leicester ˈlestə,
ˈlestɚ respelt as Lester. Another is though, respelled as tho. My colleague Jack Windsor
Lewis uses nonce respellings such as he’rd for heard and dou’t for doubt. Spelling reform
projects typically involve systematic application of the principle of writing as we speak.”
1.1. Phonological and Morphological Structure of Pronunciation Spelling
PS has much more complex phonological happenings in which morphophonemic changes
also take place. The following examples are also called blended phrases, many of which have
taken place in Demirezen (2019, p. 276-294):
mailto:mehmet.demirezen@ufuk.edu.tr
http://www.worldlingo.com/ma/enwiki/en/Phonemic_orthography
http://grammar.about.com/od/c/g/contracterm.htm
International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 313-325.
314
1. First of all, PS is a shortening of couple words into each other by being written solidly via
gemination.
Pronunciation spelling literally
ougtta ought to
gotta got to
kinda kind of (http://www.viviancook.uk/SpellingNovel/EyeDialect.htm)
usta used to
sko Let’s go
Example statements:
I'm kinda tired. I'm kind of tired.
I usta be good at backgammon. I used to be good at backgammon
He's gotta be kidding. He’s got to be kidding.
You've gotta admit he plays really well. You've got to admit he plays really well.
Sko to the beach. Let’s go to the beach.
I shoulda gone with you to the movies. I should have gone with you to the movies.
2. Spelling pronunciation embodies consonantal assimilation (Demirezen….). In the
following examples, the /n/ phoneme assimilates the subsequent /t/ via progressive
assimilation and converts it into itself as [n], which is spelled with the letter n.
Consonantal assimilation comes into being through gemination:
inna in a /in the
gonna going to
summa some of
wanna want to
wannabe would be
The term “wannabe” is derived originally from the North American English, but is now
used extensively in British English. A “wannabe” (literally a want-to-be; would be) is
someone who is trying to copy a successful person. Usually the person they are trying to copy
is somebody who is very famous, or a celebrity. In the word wannabe there is also a sense of
disapproval (a sense of ‘would-be’).
Example sentences:
I'm gonna catch you. I’m going to catch you.
I wanna go home. I want to go home.
I’m gonna be great lawyer. I’m going to be a great lawyer.
Look inna shop for it. Look in a /in the shop for it.
Can I have summa that? Can I have some of that?
Devoicing: Original form
hasta /hæztə/ → /hæstə/ has to
usta /ˈju:ztə/ → /ˈju:stə/ used to
hadda /hædtə/ → /hæddə/ had to
hafta /hævtə/ → /hæftə/ have to
https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/kidding
Demirezen
315
Vowel drop and assimilation:
outta /aʊt əv/ → /aʊttə/ out of
3. Pronunciation spelling is a specific case of blending of a couple of syllables in words in
which the syllables melt into each other:
Pronunciation spelling Literally
maya may have
betcha bet you
gotcha 've got you
sposta supposed to
dunno do not know
howdy how do you do?
whodunit who done it?
whadayawant? what do you want
whatchamacallit what you may call it (https://www.thefreedictionary.com/
whatcwhaddaya “what do you, what are you” (Weinstein,1982).
whacha “what do you, what are you, what you” (Weinstein,1985: 81-85).
Algo I’ll go if you go.
ayatta I ought to show him some legal documents.
According to Weinstein (1985: 81-85), “whacha” (what do you, what are you, what you) is
more informal than “whaddaya,” a related form of ‘whadda,’ is used when "What do" is
followed by either "we" or "they."
Example statements: Literally
Betcha I can run faster than you. Betcha I can run faster than you.
whatchamacallit I’ve broken the what I might call it on my bag.
Haplology
Haplology is the dropping of similar sounds or syllables in words:
Sposta supposed to
prolly/probly probably
You’re sposta be there early. You’re supposed to be there early
Syncope
Syncope is the blending of words together
c’mere come here
s’m lunch some lunch
d'jeat did you eat
g'bye / g'by good bye
g'day good day
how'ya / howaya how are you
let'er let’er
o'icy Oh, I see
s'mlunch some lunch
https://www.thefreedictionary.com/
International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 313-325.
316
Clipping
Clipping indicates the cut of some syllables in words:
‘cus because
‘bout about
c’mon come on
can’t cannot
didn’t did not
‘net internet
‘post supposed to
‘scuse excuse
‘snot It’s not
‘snotin’ it’s nothing.
‘chotter each other
temp temprature
I dropped it ‘cus it was hot. I dropped it because it was hot.
It’s ‘bout 4 o'clock. It’s about 4 o'clock.
I can't let you do that. I cannot let you do that.
C'mon over here! Come on over here!
I didn’t hurt her. I did not hurt her.
There’s no cheap ‘net in Turkey. There’s no cheap internet in Turkey.
What is she ‘posed to do? What is she supposed to do?
‘scuse me, what did you say? Excuse me, what did you say?
‘snot too bad. It is not too bad.
‘snotin’ it’s nothing.
‘chotter You all should help each other out.
temp What’s the temperature like?
1.2. Respelling
Pronunciation spellings may be used informally to indicate the pronunciation of foreign
words or those whose spelling is irregular or not sufficient to deduce the pronunciation.
Because it is used to indicate the pronunciation of borrowed words, it is called respelling. As
an example, diarrhoea is pronounced as DYE-uh-REE-a. Similarly, whodunnit is
pronounced as HO͞O-dŭn′ĬT, or gonorrhea is articulated as GŎN′ə-RĒ′ə. Pronunciation
respelling systems for English have been developed primarily for use in dictionaries as a
notation used to convey the pronunciation of words. It must be noted that English does not
have a phonemic orthography in which it is not possible to predict with certainty the sound of
a written English word from its spelling or vice versa.
1.3. Literary dialect
Pronunciation spellings are frequently used in narratives to represent nonstandard dialects or
idiolects, often to create an impression of backwardness or illiteracy. This is called literary
dialect, or often called eye dialect, though originally the latter term was applied only where
the resulting pronunciation is the same as the standard one, e.g. "Pleese, mistur," said the
beggar. In Turkish, “Doktur bey geldi (Mr. Doctor arrived) is an example for this case.
Similarly, nöruyon (Ne yapıyorsun, “what are you doing?”), Süt sağcaz (Süt sağacağız, “we
will milk the cow,” İstanbula gitcez, “We will go to Istanbul”) in Central Anatolian Dialect of
Turkish; napan (ne yapıyorsun “what are you doing?”) and iyi miŋ (İyi misin?, “Are you
well.”) in the Mediterranean Turkish Dialect. are all are samples of pronunciation spelling.
http://en.wikipedia.org/wiki/Pronunciation
http://www.worldlingo.com/ma/enwiki/en/Nonstandard_dialect
http://www.worldlingo.com/ma/enwiki/en/Idiolect
http://www.worldlingo.com/ma/enwiki/en/Literacy
http://www.worldlingo.com/ma/enwiki/en/Eye_dialect
Demirezen
317
1.4. Humorous effect
Pronunciation spellings may come up as deliberate misspellings to be used for humorous
effect; “a craze for this in the United States in the 1830s included "Oll Korrect", later reduced
to OK” (Bowdre, 1971; Fine, 1983; Preston, 1985).
The humorous effect pronunciation spelling can be encountered not in written forms but
also in speech. For example, Wells (2016: 97) states, “We Brits may laugh at Americans who
use spelling pronunciations (with -hæm) of names such as Nottingham and Cunningham; but
Americans have a corresponding right to laugh at us if we use a spelling pronunciation for
Poughkeepsie.” By the way, the word Poughkeepsie is a Dutch word which stands for
“A city of southeast New York on the Hudson River north of New York City, settled by the
Dutch in 1687.” ( https://www.thefreedictionary.com/Poughkeepsie). Poughkeepsi is
the county seat of Dutchess County and is pronounced as [pəkɪpsi] by Americans and as
[po:ə kɪpsi] by the British people. Spelling pronunciation is acceptable only as a colloquial
speech; therefore, it should not be used in job interviews.
In the light of the explanations given up until now, the recognition problems created by 40
words that carry pronunciation spelling is analyzed by means of the following questions:
1. What is the total success percentage of the participants?
2. What is the success of the questions from 1 to 10 (two components)?
3. What is the success of the questions from 11 to 20(three components)?
4. What is the success of the questions from 21 to 30 (four components)?
5. What is the success of the questions from 31 to 40 (five components and more)?
6. Do the participants need a treatment?
2. Methodology
The aim of this research is to explore the perceptibility of pronunciation spelling in English
by MA students at one of the foundation universities in Ankara..
2.1. Setting and participants
The present study examined the perception of English long vowels and diphthongs by 30
Turkish English instructors. 30 MA instructors who enrolled to a MA course called ELT 507
Educational phonology and intonation analysis of English took place as participants at a
foundation university in Ankara in 2018. Of the 30 Turkish English instructors, 25 of them
were females while 5 of them were males. Their age range changed from 24 to 36. This
research was conducted in the course of the teaching period of the aforementioned course.
2.1.1. Measures
The data for this study were collected using a multiple choice test with five alternatives.
The goal of this research was to explore perceptions of the participants on pronunciation
spelling in English language. A questionnaire of 40 questions with five alternatives was
prepared by the researchers, and a committee of three NAE speaking experts examined the
test items and made the required modifications. After getting a unanimous consent of the
committee, a pre-test of 40 items was administered to the participants as a pre-test. While the
participants worked on the questions to answer, no auditory input was given to them. They
just saw each test item with five alternatives on the pages and answered them.
http://www.worldlingo.com/ma/enwiki/en/United_States
http://www.worldlingo.com/ma/enwiki/en/1830s
http://www.worldlingo.com/ma/enwiki/en/Okay#.22Oll_Korrekt.22
https://www.thefreedictionary.com/Poughkeepsie
https://encyclopedia.thefreedictionary.com/County+seat
https://encyclopedia.thefreedictionary.com/Dutchess+County%2c+New+York
International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 313-325.
318
After the administration of the pre-test, the test results were submitted to 21 software package.
By analyzing the pre-test results, a three-hour intense teaching and exercising process took
place. About 100 further examples were studied in class and several discussions were made.
In addition, certain spelling rules were reviewed, exemplified by using many vocabulary
items with their examples in sentences, and grammatical changes were demonstrated in
classroom practices. All of the questions asked by the participants were analyzed, exemplified
and answered in class. After waiting 15 days, the pre-test was administrated again as the post
test.
2.2. Data Collection Instruments and Data Analysis
The data obtained from the pre-test and post-test were entered into the SPSS 21 software
package.
3. Results & Discussion
The collected data from pre-test and post-tests were analyzed by SPSS 21. According to
data analysis, the general findings in line with the research questions are presented below.
1- Is there a meaningful difference between the pre-test and post-test?
In order to find out whether there is a statistically significant difference between pre-test
and post-test scores of the participants’ a Paired Samples T-Test was conducted assuming that
the case for this sample group requires parametric tests in use. Accordingly, there was a
statistically significant difference between pre-test scores (M= 6.533, SD=.09), and post-test
scores (M=7.667, SD=.02) t(29) = 5.834 , p =.000 as can be seen in the table 1 below:
Table 1: Paired Samples T- Test
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
Meanposttest -
meanpretest
,11333 ,10640 ,01943 ,07360 ,15306 5,834 29 ,000
As mentioned, the mean score of the post-test is %76 and pre-tests’ is % 65. Therefore, the
percentage of ascent is 11%.
2- What is the general overall success rate of all participants?
For the sake of understanding the participants’ success rate on identification of relaxed
pronunciation, pre-test and post-tests, descriptive statistics were used for identifying the
mean score for valid cases. First of all, Table 2 shows, the mean score of pre-test is 6,533 out
of 10 (SD =.09). According to that it can be said that the participants’ success rate is % 65 for
the pre-test. On the other hand, the mean score of post-test is 7,667 out of 10 (SD = .02).
Namely, the participants’ success in post-test can be regarded as % 76. As mentioned, it can
be concluded that participants’ post-test scores are higher than their pre-test scores. In terms
of overall success rate, the mean is 7,100 out of 10 (SD = .04), namely the percentage of
overall success is % 76.
Demirezen
319
Table 2: Descriptive statistics for pre-test and post-test results
Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
meanpretest 30 ,35 ,78 ,6533 ,09371 65
Meanposttest 30 ,74 ,87 ,7667 ,02884 76
mean_overall 30 ,57 ,76 ,7100 ,04446 71
Valid N (listwise) 30
3.What is the success rate of questions from 1 to 10?
Table 3. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
pre8 30 ,00 1,00 ,0667 ,25371 6
pre5 30 ,00 1,00 ,7333 ,44978 73
pre10 30 ,00 1,00 ,8333 ,37905 83
pretest1 30 ,00 1,00 ,8333 ,37905 83
pre2 30 ,00 1,00 ,8667 ,34575 86
pre7 30 ,00 1,00 ,9000 ,30513 90
pre9 30 ,00 1,00 ,9333 ,25371 93
pre3 30 ,00 1,00 ,9333 ,25371 93
pre4 30 1,00 1,00 1,0000 ,00000 100
pre6 30 1,00 1,00 1,0000 ,00000 100
Valid N (listwise) 30
The table 3 displays the pre-test scores of relaxed pronunciation. As one can understand, the
higher score belongs to Item 4, 6, and the lower score belongs to Item 8.
Table 4. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
post8 30 ,00 1,00 ,0333 ,18257 3
post5 30 ,00 1,00 ,9000 ,30513 90
post10 30 ,00 1,00 ,9333 ,25371 93
post1 30 ,00 1,00 ,9667 ,18257 96
post2 30 1,00 1,00 1,0000 ,00000 100
post3 30 1,00 1,00 1,0000 ,00000 100
post4 30 1,00 1,00 1,0000 ,00000 100
post6 30 1,00 1,00 1,0000 ,00000 100
post7 30 1,00 1,00 1,0000 ,00000 100
post9 30 1,00 1,00 1,0000 ,00000 100
Valid N (listwise) 30
The table 4 displays the post-test scores of the relaxed pronunciation in ascending order. As
one can understand, the higher score belongs to Item 1, 2, 3, 4, 6, 7, 9 and the lower score
belongs to Item 8. One can conclude that all the scores increased, but not item 8.
International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 313-325.
320
3- What is the success rate of questions from 11 to 20?
Table 5. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
pre18 30 ,00 ,00 ,0000 ,00000 0
pre13 30 ,00 1,00 ,0333 ,18257 3
pre15 30 ,00 1,00 ,4000 ,49827 40
pre11 30 ,00 1,00 ,7000 ,46609 70
pre16 30 ,00 1,00 ,7667 ,43018 76
pre14 30 ,00 1,00 ,8333 ,37905 83
pre17 30 ,00 1,00 ,8667 ,34575 86
pre19 30 ,00 1,00 ,8667 ,34575 86
pre20 30 ,00 1,00 ,8667 ,34575 86
pre12 30 ,00 1,00 ,9333 ,25371 93
Valid N (listwise) 30
The table 5 displays the pre-test scores of the relaxed pronunciation. As one can understand,
the highest score belongs to Item 12 and the lowest score belongs to Item 18.
Table 6.Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
post18 30 ,00 1,00 ,0333 ,18257 3
post13 30 ,00 1,00 ,1000 ,30513 10
post15 30 ,00 1,00 ,8333 ,37905 83
post11 30 ,00 1,00 ,9000 ,30513 90
post12 30 ,00 1,00 ,9333 ,25371 93
post17 30 ,00 1,00 ,9333 ,25371 93
post14 30 ,00 1,00 ,9667 ,18257 96
post16 30 1,00 1,00 1,0000 ,00000 100
post19 30 1,00 1,00 1,0000 ,00000 100
post20 30 1,00 1,00 1,0000 ,00000 100
Valid N (listwise) 30
The table 6 displays the pre-test scores of the relaxed pronunciation in ascending order. As
one can understand, the highest score belongs to Item 20, 19, 16 and the lowest score belongs
to Item 18. One can conclude that all the scores increased.
4- What is the success rate of questions from 21 to 30?
Table 7. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
pre23 30 ,00 ,00 ,0000 ,00000 0
pre25 30 ,00 ,00 ,0000 ,00000 0
pre28 30 ,00 1,00 ,0333 ,18257 3
pre29 30 ,00 1,00 ,1333 ,34575 13
pre24 30 ,00 1,00 ,4667 ,50742 46
pre21 30 ,00 1,00 ,6667 ,47946 66
pre27 30 ,00 1,00 ,8000 ,40684 80
pre26 30 ,00 1,00 ,8000 ,40684 80
pre30 30 ,00 1,00 ,9333 ,25371 93
pre22 30 ,00 1,00 ,9667 ,18257 96
Valid N (listwise) 30
The table 7 displays the pre-test scores of the relaxed pronunciation. As one can understand,
the highest score belongs to Item 22 and the lowest score belongs to Item 23.
Demirezen
321
Table 8. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
post23 30 ,00 ,00 ,0000 ,00000 0
post25 30 ,00 1,00 ,0333 ,18257 3
post29 30 ,00 1,00 ,0667 ,25371 6
post28 30 ,00 1,00 ,1667 ,37905 16
post24 30 ,00 1,00 ,6000 ,49827 60
post22 30 ,00 1,00 ,9667 ,18257 96
post21 30 ,00 1,00 ,9667 ,18257 96
post27 30 ,00 1,00 ,9667 ,18257 96
post26 30 1,00 1,00 1,0000 ,00000 100
post30 30 1,00 1,00 1,0000 ,00000 100
Valid N (listwise) 30
The table 8 displays the pre-test scores of the relaxed pronunciation in ascending order. As
one can understand, the highest score belongs to Item 26, 30 and the lowest score belongs to
Item 23. One can conclude that all the scores increased, but not item 23.
5- What is the success rate of questions from 31 to 40?
Table 9. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
pre35 30 ,00 1,00 ,0333 ,18257 3
pre32 30 ,00 1,00 ,3000 ,46609 30
pre31 30 ,00 1,00 ,6000 ,49827 60
pre34 30 ,00 1,00 ,7333 ,44978 73
pre33 30 ,00 1,00 ,7667 ,43018 76
pre38 30 ,00 1,00 ,8667 ,34575 86
pre40 30 ,00 1,00 ,8667 ,34575 86
pre36 30 ,00 1,00 ,9000 ,30513 90
pre37 30 ,00 1,00 ,9333 ,25371 93
pre39 30 ,00 1,00 ,9667 ,18257 96
Valid N (listwise) 30
The table 9 displays the pre-test scores of the relaxed pronunciation. As one can understand, the
highest score belongs to Item 39 and the lowest score belongs to Item 35.
Table 10. Descriptive Statistics
N Minimum Maximum Mean Std. Deviation %
post35 30 ,00 1,00 ,0333 ,18257 3
post32 30 ,00 1,00 ,6667 ,47946 66
post37 30 ,00 1,00 ,9333 ,25371 93
post31 30 ,00 1,00 ,9667 ,18257 96
post34 30 ,00 1,00 ,9667 ,18257 96
post33 30 1,00 1,00 1,0000 ,00000 100
post36 30 1,00 1,00 1,0000 ,00000 100
post38 30 1,00 1,00 1,0000 ,00000 100
post39 30 1,00 1,00 1,0000 ,00000 100
post40 30 1,00 1,00 1,0000 ,00000 100
Valid N (listwise) 30
The table 10 displays the pre-test scores of the relaxed pronunciation in ascending order. As
one can understand, the highest score belongs to Item 40, 39, 38, 36, 33 and the lowest score
belongs to Item 35. One can conclude that all the scores increased, but not item 23.
6- What is the order of the success for each test item (from highest to the lowest)?
International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 313-325.
322
Descriptive Statistics
Table 11. Overall rate
N Minimum Maximum Mean Std. Deviation %
post40 30 1,00 1,00 1,0000 ,00000 100
post39 30 1,00 1,00 1,0000 ,00000 100
post38 30 1,00 1,00 1,0000 ,00000 100
post36 30 1,00 1,00 1,0000 ,00000 100
post33 30 1,00 1,00 1,0000 ,00000 100
post30 30 1,00 1,00 1,0000 ,00000 100
post26 30 1,00 1,00 1,0000 ,00000 100
post20 30 1,00 1,00 1,0000 ,00000 100
post19 30 1,00 1,00 1,0000 ,00000 100
post16 30 1,00 1,00 1,0000 ,00000 100
post9 30 1,00 1,00 1,0000 ,00000 100
post7 30 1,00 1,00 1,0000 ,00000 100
post6 30 1,00 1,00 1,0000 ,00000 100
post4 30 1,00 1,00 1,0000 ,00000 100
post3 30 1,00 1,00 1,0000 ,00000 100
post2 30 1,00 1,00 1,0000 ,00000 100
post34 30 ,00 1,00 ,9667 ,18257 96
post31 30 ,00 1,00 ,9667 ,18257 96
post27 30 ,00 1,00 ,9667 ,18257 96
post21 30 ,00 1,00 ,9667 ,18257 96
post22 30 ,00 1,00 ,9667 ,18257 96
post14 30 ,00 1,00 ,9667 ,18257 96
post1 30 ,00 1,00 ,9667 ,18257 96
post37 30 ,00 1,00 ,9333 ,25371 93
post17 30 ,00 1,00 ,9333 ,25371 93
post12 30 ,00 1,00 ,9333 ,25371 93
post10 30 ,00 1,00 ,9333 ,25371 93
post11 30 ,00 1,00 ,9000 ,30513 90
post5 30 ,00 1,00 ,9000 ,30513 90
post15 30 ,00 1,00 ,8333 ,37905 83
post32 30 ,00 1,00 ,6667 ,47946 66
post24 30 ,00 1,00 ,6000 ,49827 60
post28 30 ,00 1,00 ,1667 ,37905 16
post13 30 ,00 1,00 ,1000 ,30513 10
post29 30 ,00 1,00 ,0667 ,25371 6
post18 30 ,00 1,00 ,0333 ,18257 3
post35 30 ,00 1,00 ,0333 ,18257 3
post25 30 ,00 1,00 ,0333 ,18257 3
post8 30 ,00 1,00 ,0333 ,18257 3
post23 30 ,00 ,00 ,0000 ,00000 0
Valid N (listwise) 30
The table 11 displays the overall rate of the relaxed pronunciation in descending order. As one
can understand, there are so many highly rated items; however, lowest scores belong to Item
8, 13, 18, 23, 25, 28, 29 and 35.
8. Which items are the most problematic?
As it was shown in Table 11, the most problematic items are 8, 13, 18, 23, 25, 28, 29, and 35.
Here are they:
8. mighta /ˈmɑɪtə/
a) mighty b) mightn’t c) might have d) Almighty’s e) might not
13. wannabe /ˈwɑnəˌbi/
a) will be b) won’t bite c) wanders about d) want to be e) won’t be
18. theydav /ˈðeɪdəv/
a) they did have b) they would have c) the half day d) their day off
e) they didn’t have
Demirezen
323
23. whayja’ask /waɪʤə’æsk/
a) why ask for justice b) just has been asked c) why didn’t you ask
d) why did you ask e) we have just to ask
25. whatchamacallit? /ˈwʌtʃəməˌkɔlɪt/
a) what does it matter? b) what is my calling? c) what did you call it?
d) what do you say about it? e) what you may call it?
28. d’wanna? /dəjə’wɑnnə/
a) Don’t you want to? b) What do you want? c) Did you want it?
d) Do we want to? e) Do you want to?
29. ‘laftabe /’læftəbi/
a) all have to be b) allowed to be c) will laugh a bit d) left at the table
e) will have to be
35. I ain’t gonna do it /aɪ ’ei:nt ganə du: ɪt/
a) I’ve got to do it. b) I’ve not got to do it. c) I’ll have to go and do it
d) I’m going to go to it. e) I’m not going to do it.
9. Do the participants need a treatment?
According to the findings of the present study, even though the participants’ post-test
scores were higher than their pre test scores a remedial treatment should be conducted by
taking the sampling context into consideration as the sample group consisted of the students
who enrolled a Foreign Language Teaching program at Master’s Degree.
In addition, there are some items which have low scores such as Item 8, 13, 23, 18, 25, 28,
29, and 35. They can be the focal point for remedial treatment, too. Besides, further research
can be done on the reasons why the participants had low scores on these specific items.
4. Conclusions
Pronunciation spelling is a type of pronunciation of words, pertaining to how they are
pronounced. It is called as “relaxed pronunciation,” which is a part of colloquial, informal,
or even slang speech, being a feature of languages all over the world. It may make the written
forms look strange because they are nothing more than spelled-out approximations of
colloquial speech.
In this research, the score of the pre-test being % 65 developed into % 76 overall success
after a three-hour intense teaching and exercising process on 30 MA students. The
respondents definitely need a further 3-hour more extra treatment. This research indicated that
the more the number of components in in the structure of words, phrases, and sentences in
related utterances housing spelling pronunciation increase, the more Turkish English
instructors confuse them.
In sum, being the converse of spelling pronunciation, PS is the creation of a new spelling
form on the basis of pronunciation. Pronunciation spelling is easily confused with spelling
pronunciation “A pronunciation spelling of a word is a spelling intentionally different from
the standard spelling, used to emphasize a particular pronunciation of the word. The spelling
uses the regular spelling rules of the language” (http://www.wisegeek.com/what-is-a-spelling-
pronunciation.htm). In addition, pronunciation spelling is used usually when writing in dialect
International Online Journal of Education and Teaching (IOJET) 2020, 7(1), 313-325.
324
or when trying to capture an accent. Pronunciation spellings are frequently encountered in
narratives to represent nonstandard dialects or idiolects, often to create an impression of
backwardness or illiteracy.
5. Limitations of the Study
Every research study is bound by limitations that can potentially affect the results of the
research. The first limitation of the present research was the sample size of 30 participants.
The next limitation was related to the fact that a list of 40 test items, perused by a committee
of 3 native Americans, was used to elicit the perceptive attention of the respondents who were
acting English language lecturers and at the same time were teaching English professionally at
different state and foundation universities in Ankara, so the results may be regarded as
professional information gathering and production.
http://www.worldlingo.com/ma/enwiki/en/Nonstandard_dialect
http://www.worldlingo.com/ma/enwiki/en/Idiolect
http://www.worldlingo.com/ma/enwiki/en/Literacy
Demirezen
325
References
Bowdre, Paul H., Jr. (1971). Eye dialect as a literary device. In J. V. Williamson & V. M.
Burke (Eds.), A various language (pp. 178-179). New York: Holt, Rinehart & Winston.
Demirezen, M. (2019). The place of pronunciation spelling in foreign language teacher
education. ECLSS 2019a -5th Eurasian Conference on Language and Social Sciences-
Letoonia Golf Resort Belek-Proceeding Book-April 26 - 28, 2019, 276-294. DOI:
10.35578/eclss
Fine, E. (1983). In defense of literary dialect: A response to Dennis R. Preston. The Journal of
American Folklore, 96 (381), 323-330.
Preston, D. R. (1985). The Li'l Abner syndrome: Written representations of speech. American
Speech, 60 (4), 328-336.
http://www.davidtulga.com/ref_rp.htm"https://www.thefreedictionary.com/whatchamacallit">
whatchamacallit
Weinstein, N. (1982). Whaddaya Say? Culver City, Calif.: ESL Publications.
Weinstein, N. (1985). What in the world is spoken English? In Cross Currents 12(1), 81-85.
Wells, J. V. (2016). Sounds Fascinating Further Observations on English Phonetics and
Phonology. Cambridge: Cambridge University Press.
http://dictionary.reference.com/browse/pronunciation+spelling
https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/gotta
http://www.wisegeek.com/what-is-a-spelling-pronunciation.htm
(http://www.viviancook.uk/SpellingNovel/EyeDialect.htm)
Poughkeepsie
https://encyclopedia.thefreedictionary.com/pronunciation+spelling
http://dictionary.reference.com/browse/pronunciation+spelling
https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/gotta
http://www.viviancook.uk/SpellingNovel/EyeDialect.htm
Devoicing: Original form hasta /hæztə/ → /hæstə/ has to ...
Vowel drop and assimilation:
outta /aʊt əv/ → /aʊttə/ out of
3. Pronunciation spelling is a specific case of blending of a couple of syllables in words in which the syllables melt into each other:
Pronunciation spelling Literally maya may have betcha bet you ...
Haplology
Clipping Clipping indicates the cut of some syllables in words: ...
I dropped it ‘cus it was hot. I dropped it because it was hot. It’s ‘bout 4 o'clock. It’s about 4 o'clock. I can't let you d...
1.2. Respelling
4. Conclusions
Pronunciation spelling is a type of pronunciation of words, pertaining to how they are pronounced. It is called as “relaxed pronunciation,” which is a part of colloquial, informal, or even slang speech, being a feature of languages all over the world...
In this research, the score of the pre-test being % 65 developed into % 76 overall success after a three-hour intense teaching and exercising process on 30 MA students. The respondents definitely need a further 3-hour more extra treatment. This resear...
In sum, being the converse of spelling pronunciation, PS is the creation of a new spelling form on the basis of pronunciation. Pronunciation spelling is easily confused with spelling pronunciation “A pronunciation spelling of a word is a spelling int...
5. Limitations of the Study
http://dictionary.reference.com/browse/pronunciation+spelling
https://dictionary.cambridge.org/tr/s%C3%B6zl%C3%BCk/ingilizce/gotta
http://www.wisegeek.com/what-is-a-spelling-pronunciation.htm (http://www.viviancook.uk/SpellingNovel/EyeDialect.htm)
Poughkeepsie
https://encyclopedia.thefreedictionary.com/pronunciation+spelling