Pronunciation improvement in EFL young learners through phonics instruction
Pronunciation improvement in EFL young learners through phonics instruction
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通过语音教学提高英语青少年学习者的发音
DOI：
10.21676/23897856.1847
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Daniel Felipe Álvarez
中科院分区：
文献类型：
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作者：
María Andrea Beltrán;Lilian Lucero Andrade;Daniel Felipe Álvarez
本文基于一项混合研究，其目的是使用拼读教学来提高波哥大一所私立学校的青少年学生的四个音/θ/，/θ/，/I/和/I：/的发音。本研究分析了语音教学对学生语音的影响。为了进行这一分析，语音教学是在Lloyd（2007）的六种类型的部分的基础上分五个阶段实施的。参与者是13名学生，年龄在10至12岁，从五年级;混合方法进行了分析收集到的数据，通过以下工具：2个测试（前后），录音和文物。这项分析是随机选择的6名学生进行的。首先，学生们用20个包含/ i：/、/ I /、/ θ /和//的单词进行前测试。在第二阶段，研究者实施了语音教学阶段，重点是使视觉，听觉，动觉和触觉。在第三阶段，学生用40个含有/ i：/、/ I /、/ θ /和//音的单词进行后测，录音记录学生的发音和测试成绩，从而判断学生在自然拼读教学中是否提高了发音。还有一些文物作为学生活动的证据。最后，实验结果表明，学生在语音教学中取得了突破性的进展，语音教学有助于学生在最小对的基础上识别单词发音的差异和相似性。
This article is based on a mixed research, whose objective was the use of Phonics Instruction to improve pronunciation of four sounds /θ/ , /ð/, /I/ and /I:/ in young learners in a private school in Bogota. In this research, the impact of Phonics Instruction was analyzed in the students’ pronunciation. To perform this analysis, Phonics Instruction was implemented in five stagesbased on Lloyd (2007) six types of sections. The participants were 13 students aged 10 to 12 years old from fifth grade; a mixed method was carried out to analyze collected data through the following instruments: 2 tests (pre-post), recordings and artifacts. This analysis was made using randomly 6 chosen students. At first the students did the pre-test with 20 words containing the sounds / i: /, / I /, / / θ / and / ð /. In the second phase, the researchers implemented the stages of Phonics Instruction focusing on making visual, auditory, Kinesthetic and tactile. In the third stage, students did the post-test with 40 words containing / i: /, / I /, / θ / and / ð / sounds, the recordings obtained the pronunciation of students and transcripts of tests; so it could be determined if students improved their pronunciation of sounds with the use of Phonics Instruction. There were also artifacts as evidence of activities did by students. Finally, the results showed that the students had a breakthrough and Phonics Instruction contributed in their pronunciation achieving to identify differences and similarities in word pronunciation based on the minimal pairs.