Pronunciation improvement in EFL young learners through phonics instruction
Article Sidebar
Main Article Content
Abstract
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 Bogotá. In this research, the impact of Phonics Instruction was analyzed in the students’ pronunciation. To perform this analysis, Phonics Instruction was implemented in five stages based 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.
Downloads
Article Details
References
Burns, A. (1999). Collaborative action research for English language teachers. Cambridge University press
Burns, A. (2010). Doing action research in English language teaching. New York: routledge
Cameron, L. (2001). Teaching languages to young learners. UK: Cambridge University press p. 13
Crosse, K. (2007). Introducing English as an additional language to young children. SAGE p. 7
Efuture, E. F. (2008). Smart English 5. (Efuture ed.). Seoul
Kelly, G. K. (2001). How to teach pronunciation. (Second impression ed.). Edinburgh gate: Pearson education limited.
Kenworthy, J. (1987). Teaching English pronunciation, Longman handbooks for teachers. p.13
Levis, J. & Cortes, V. (2008). Minimal pairs in spoken corpora: implications for pronunciation assessment and teaching. p. 204
Lloyd, S. (2007). The phonics handbook. Jolly learning ltd
Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. p. 3
Martínez, A. (2011). Explicit and Differentiated Phonics Instruction As A Tool ToLiteracy Skills For Children Learning English As A Foreign Language.
Ministerio de educación nacional, (2006). Formar en lenguas extranjeras: ingles ¡el reto!
Maniruzzaman, M. (2008). Teaching EFL pronunciation: why, what and how?. (1st ed.). norderstedt germany: grin verlag.
Mortimer, C. (1997). Intensive practice for intermediate and more advanced students. p 45
Nunan, n. .d. (2011). Teaching English to young learners. (1st ed.). retrieved 30 January, 2016, from https://books.google.com.co/books?hl=es&lr=&id=dncn_qmwevwc&oi=fnd&pg=pt10&dq=nunan,+d+(2011)+teaching+english+to+young+learners.+p.+5&ots=sihkg08w7o&sig=1gzfddmiei0e-iatndfbbsvguri#v=onepage&q&f=false
Thompson, P (w.d) recovered 30th march 2015 from: http://www.ehowenespanol.com/aprendizaje-segundo-idioma-ninos-pequenos-vs adultos-sobre_18383
Valbuena, A. (2014). Tucker Signing As A Phonics Instruction Tool To Develop Phonemic Awareness In Children.Gist N° 8, 71 - 80
Vâlimaa, R,(2005). Cognitive phonology in construction grammar. Berlin-New York: Mouton de Gruyter p. 61