The usage of interactive virtual dialogues for the correct pronunciation of the students of Fifth Semester of the Language Career of the Faculty of Human, Technology and Science Education at the National University of Chimborazo during the academic period October 2015 – February 2016.
The context of learning English for future teachers has to comply with the essential aspects that allow a high grade of competence that can make content learning more efficient. The most important of these competences, due to its characteristics since it’s of the communicative type, is pronunciation...
Guardado en:
| Autor principal: | |
|---|---|
| Formato: | bachelorThesis |
| Publicado: |
2016
|
| Materias: | |
| Acceso en línea: | http://dspace.unach.edu.ec/handle/51000/2892 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
Agregar Etiqueta | Sumario: | The context of learning English for future teachers has to comply with the essential aspects that allow a high grade of competence that can make content learning more efficient. The most important of these competences, due to its characteristics since it’s of the communicative type, is pronunciation mastery. It is impossible for an English teacher to speak improperly, being that pronunciation is the aspect which should be perfected as much as possible. The phonetic differences between English and Spanish make it difficult to reach this competence; thus, it is necessary to use alternative methods which allow perfect pronunciation. In this sense, this research presents virtual dialogues as an important tool in order to achieve this objective. Starting off from a pronunciation diagnostic and based on a referential theory framework; the research was structured with a methodological model which allows the efficiency level among the students of Fifth Semester to be evaluated. It based itself on a high level of mistakes in terms of certain vowel and consonant phonemes whose pronunciation is difficult due to being inexistent in Spanish. Once these mistakes were detected, virtual dialogues were created, and finally a second evaluation which had similar characteristic as that of the first one. An improvement was found which was confirmed as important via mean difference. It was therefore concluded that the main pronunciation mistakes were realized with the following vowels: /ǝ/, /ɪ/, /æ/, /ð/, /z/, and /v/. For its correction, virtual dialogues were operative characteristics and autonomous learning characteristics were done. Significant results were obtained which indicated that pronunciation had improved considerably. In this sense the use of significant activities is recommended in order to remedy pronunciation difficulties. These activities can include virtual dialogues as a didactic tool in curricular planning so that learning processes can be more interactive. |
|---|