L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency

L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency

Using a mixed methodology, this study examines the impact of a university-level English phonology course on the acquisition of vowel and consonant sounds in that language, by beginning (n = 4), pre-intermediate (n = 8) and intermediate-level (n = 6) students. The 5-hour-a-week, 16-week course wa...

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Asıl Yazarlar: Morales Pech, Diana, Izquierdo, Jesús
Materyal Türü: Online
Dil:spa
eng
Baskı/Yayın Bilgisi: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2011
Online Erişim:https://redie.uabc.mx/index.php/redie/article/view/273
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spelling redie-article-2732017-04-19T01:04:54Z L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency Enseñanza de la fonética de una segunda lengua en contextos escolares: un análisis de las prácticas pedagógicas y efectos en el aprendizaje del inglés en jóvenes universitarios Morales Pech, Diana Izquierdo, Jesús Second language teaching English phonology student development. Enseñanza de segundas lenguas fonología inglesa desarrollo de estudiantes. Using a mixed methodology, this study examines the impact of a university-level English phonology course on the acquisition of vowel and consonant sounds in that language, by beginning (n = 4), pre-intermediate (n = 8) and intermediate-level (n = 6) students. The 5-hour-a-week, 16-week course was taught by teacher of English. To determine the effects of the course, students participated in two oral activities during an interview at the beginning of the course, and another at the end. During these interview, nine classes were observed, and the instructor reported the activities implemented. The analysis of variance revealed positive changes in all the students’ pronunciation students. Observations and reports verified the presence of systematic and focused phonological teaching through a variety of activities. The results suggest that this type of teaching allows students to counteract the negative effects which biological factors and the influence of the mother tongue have on learning. A través de una metodología mixta, el presente estudio examinó el impacto de un curso de Fonología inglesa en la adquisición de sonidos vocálicos y consonánticos de estudiantes universitarios de inglés de nivel básico (n=4), pre-intermedio (n=8) e intermedio (n=6). El curso fue impartido por un profesor de inglés durante 16 semanas, cinco horas a la semana. Para determinar los efectos del curso, los estudiantes participaron en dos actividades orales durante una entrevista al inicio y fin del curso. Durante el mismo, se observaron nueve clases y el instructor reportó las actividades implementadas. Los análisis de varianza revelaron cambios positivos en la pronunciación de todos los estudiantes. En las observaciones y los reportes se constató una enseñanza fonológica sistematizada y focalizada a través de actividades variadas. Los resultados sugieren que este tipo de enseñanza permite a los estudiantes contrarrestar los efectos negativos que factores biológicos y la influencia de la lengua materna tienen durante el aprendizaje. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2011-05-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/273 Revista Electrónica de Investigación Educativa; Vol. 13 No. 1 (2011) Revista Electrónica de Investigación Educativa; Vol. 13 Núm. 1 (2011) 1607-4041 spa eng https://redie.uabc.mx/index.php/redie/article/view/273/714 https://redie.uabc.mx/index.php/redie/article/view/273/437 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
eng
format Online
author Morales Pech, Diana
Izquierdo, Jesús
spellingShingle Morales Pech, Diana
Izquierdo, Jesús
L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
author_facet Morales Pech, Diana
Izquierdo, Jesús
author_sort Morales Pech, Diana
title L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
title_short L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
title_full L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
title_fullStr L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
title_full_unstemmed L2 Phonology Learning among Young-Adult Learners of English: Effects of Regular Classroom-based Instruction and L2 Proficiency
title_sort l2 phonology learning among young-adult learners of english: effects of regular classroom-based instruction and l2 proficiency
description Using a mixed methodology, this study examines the impact of a university-level English phonology course on the acquisition of vowel and consonant sounds in that language, by beginning (n = 4), pre-intermediate (n = 8) and intermediate-level (n = 6) students. The 5-hour-a-week, 16-week course was taught by teacher of English. To determine the effects of the course, students participated in two oral activities during an interview at the beginning of the course, and another at the end. During these interview, nine classes were observed, and the instructor reported the activities implemented. The analysis of variance revealed positive changes in all the students’ pronunciation students. Observations and reports verified the presence of systematic and focused phonological teaching through a variety of activities. The results suggest that this type of teaching allows students to counteract the negative effects which biological factors and the influence of the mother tongue have on learning.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2011
url https://redie.uabc.mx/index.php/redie/article/view/273
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