Eurasian Journal of Educational Research

Print ISSN: 1302-597X & e-ISSN: 2528-8911
Kivanc AYCAN, F. Gul EVREN
The Effect of Vocal Training Methods on Improving Turkish Accent Defects
10.14689/ejer.2016.66.17

Problem Statement: Despite analyses of how vocal training methods can correct or improve Turkish-language accent defects, for most voice educators, the most important methods continue to be breathe management control and correct vocalization exercises. We therefore sought to demonstrate the relationship of song lyrics to breathe control, accent defects, and good diction.

Propose of Study: The aim of the study was to promote best practices in order to enhance students’ speech in a university music department in Turkey. To that end, we administered vocal training in a group of 12 first-year student volunteers in the department. We recorded and evaluated differences in accent defects both prior to and subsequent to vocal training.

Methods: The sample included 12 first-year students in the Music Department of the Fine Arts Faculty at Erciyes University. We determined pre- and post-test results by using the same oral readings (“Minnelied,” meaning ‘Mutluluk Sarkisi’ in Turkish). Prior to the study, the students read song lyrics chosen by voice education specialists and that were translated and adapted into Turkish. We performed testing with the Vitalograph Alpha Model 6000 portable spirometer, which we used to analyze the parameters of forced vital capacity, forced expiration volume during the first second, and vital capacity, as well as PRAAT vocal analysis. Afterward, the students read the text again, and we collected pre-and post-analysis data by using PRAAT vocal analysis. We analyzed accent defects in the words “insan,” “ormanda,” “gezerken,” “guzel,” “oter,” and “kopardigin” for intensity, intensity in air, amplitude, and pitch.

Findings and Results: Following voice training, FEV1 (p <.05) increased significantly, whereas vital capacity and forced vital capacity did not change significantly. Vocal analysis revealed that the amplitude of the words “insan,” “ormanda,”“gezerken,”“guzel,”“oter,”and“kopardigin” (p <.05) increased significantly. For the words “ormanda” and “gezerken,” intensity (p <.05 and p <.001) increased significantly, as did intensity in air (p <.05) for “guzel,” “oter” and “kopardigin.”

Conculusion and Recommandation: Students’ voice lessons in the Music Department can benefit from vocal training methods that significantly improve accent defects and expressions, as well as assist in breath management. This methodology ultimately promoted the correct expression of Turkish words.

Keywords: PRAAT, individual voice education, prosody problems.

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2016 Issue 66

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