The effect of current practices in teaching pronunciation to young learners

Jessenia Priscila Toledo Silva, Ángel Eduardo Carrión

Resumen


Learning English pronunciation at a young age is of great importance for language learners. Pronunciation is crucial to effective communication and language proficiency, and early exposure to accurate pronunciation can have lasting benefits. This research study aims to investigate the effect of current practices in teaching pronunciation to early learners in a private institution in Cuenca. A survey design, using a quantitative approach, employing two surveys to obtain parent perception and teacher information at a private institution in Cuenca, was used in my research. Two surveys were used, one to obtain the perception of parents and the other to obtain information from English teachers. The study sample of the first survey is made up of five parents at the initial level and the second is made up of seven primary school English teachers from a private institute in Cuenca. The results of this study focused on understanding the approaches, techniques, and materials that teachers use to improve pronunciation skills among early learners. The perceptions and attitudes of teachers and parents towards teaching and learning pronunciation in the classroom were also examined.


Palabras clave


Pronunciation; Effective; Benefits; Methods; Early age.

Texto completo:

PDF HTML XML

Referencias


Atmaca, Ç. and AKCA, İ. A. (2022). Improving phonological awareness skills of young learners of English in an EFL context. Pamukkale University Journal of Education. https://doi.org/10.9779/pauefd.1033281

Bandera, E., (1999). Use of Pictograms in the Development of Reading Skills in Boys and Girls in First Grade.

Damayanti, I. L. (2008). Is the younger the better? Teaching English to Young Learners in the Indonesian Context. EDUCARE, 1(1). https://doi.org/10.2121/edu-ijes.v1i1.195

Del Rocío Carbo Silva, Y., Moscol, D. C., López, W. A. D., & Mera, P. L. V. (2023). El input y la adquisición del léxico de una segunda lengua. Polo del Conocimiento, 8(10), 1238–1247. https://doi.org/10.23857/pc.v8i10.6185

Derwing, T. M., & Munro, M. J. (2013). The development of L2 oral language skills in two L1 groups: A 7‐year study. Language Learning, 63(2), 163–185. https://doi.org/10.1111/lang.12000

Djigunović, J.M., & Krajnović, M.M. (2015). Early learning and teaching of English: new dynamics of primary English. https://ebin.pub/early-learning-and-teaching-of-english-new-dynamics-of-primary-english-9781783093397.html

Fuentealba, L. A., Philominraj, A. P., Ramirez-Muñoz, B. E., & Quinteros, N. A. (2019). Inglés para Preescolares: Una Tarea Pendiente en la Formación Inicial Docente. CIT Informacion Tecnologica, 30(3), 249–256. https://doi.org/10.4067/s0718-07642019000300249

Gass, S. M., & Mackey, A. (2014). Input, interaction, and output in second language acquisition. In Theories in second language acquisition (pp. 194-220). Routledge. https://doi.org/10.4324/9780203628942

Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in US schools: An overview of research findings. Journal of Education for students placed at risk, 10(4), 363-385.

Gil, I. R., de Larios, J. R., & Balibrea, Y. C. (2017). The effect of repeated reading on the pronunciation of young EFL learners. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, (27), 7-19.

Gordon, K R., & McGregor, K K. (2014, March 6). A spatially supported forced-choice recognition test reveals children’s long-term memory for newly learned word forms. https://scite.ai/reports/10.3389/fpsyg.2014.00164

Ilosvay, K. (2000, January 1). A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. https://scite.ai/reports/10.15760/etd.233 doi:10.15760/etd.233

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19-39.

https://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf

Lenneberg, E. H. (1967) Biological Foundations of Language. New York: Wiley. Long, M. H. (1990) Maturational Constraints on Language Development. Studies in Second Language Acquisition, 12 (3), pp 251-285.

López, M, (2009). Strategies and methodological approaches of communicative use in foreign languages: theoretical-practical application of the pragmatic paradigm. Tejuelo, 7, 57-76.

Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9. https://doi.org/10.2307/3588095

Ministry of Education of Ecuador. (2014). National Curriculum Guidelines for English as a Foreign Language [PDF file]. Retrieved from https://educacion.gob.ec/wp- content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf

Moreno Agurto, V. A. (2020). La importancia de la enseñanza del idioma inglés en la etapa escolar. Alétheia, 8, 41–52. https://doi.org/10.33539/aletheia.2020.n8.2422

National Institute for Literacy. (2009). Phonological Awareness. https://lincs.ed.gov/publications/pdf/NELPReport09.pdf

Olii, S T. (2021, April 20). The Use of Songs as Teaching Media to Improve Students’ Pronunciation Fluency. International Journal of Applied Business and International Management (IJABIM), 6(1), 49–89. https://doi.org/10.32535/ijabim.v6i1.1087

Ozfidan, B., & Burlbaw, L. M. (2019). A Literature-Based Approach on Age Factors in Second Language Acquisition: Children, Adolescents, and Adults. International Education Studies, 12(10), 27-36.

Pennington, M. C. (1989). Teaching Pronunciation: Passages. Cambridge University Press.

Rebollo Sánchez, J. (2019). Propuesta de enseñanza de inglés para escuelas normales. RIDE revista iberoamericana para la investigación y el desarrollo educativo, 10(19). https://doi.org/10.23913/ride.v10i19.543

Yusuf, Y. Q. (2019). Non-native English teachers and varieties of English: Ready, or not? Edukasi: Jurnal Pendidikan dan Pengajaran, 6(2), 334–341. https://doi.org/10.19109/ejpp.v6i2.3913




DOI: https://doi.org/10.23857/pc.v9i1.6497

Enlaces de Referencia

  • Por el momento, no existen enlaces de referencia
';

Bookmark and Share




Polo del Conocimiento              

Revista Científico-Académica Multidisciplinaria

ISSN: 2550-682X

Casa Editora del Polo                                                 

Manta - Ecuador       

Dirección: Ciudadela El Palmar, II Etapa,  Manta - Manabí - Ecuador.

Código Postal: 130801

Teléfonos: 056051775/0991871420

Email: polodelconocimientorevista@gmail.com / director@polodelconocimiento.com

URL: https://www.polodelconocimiento.com/