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Pronunciation development in the acq...

Ospina Cortes, Luz Mery.

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Pronunciation development in the acquisition of adult ESL students' speaking skills: Implications for curriculum design.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pronunciation development in the acquisition of adult ESL students' speaking skills: Implications for curriculum design./
作者:	Ospina Cortes, Luz Mery.
面頁冊數:	341 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
Contained By:	Dissertation Abstracts International76-06A(E).
標題:	Curriculum development. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3680317
ISBN:	9781321522631

Pronunciation development in the acquisition of adult ESL students' speaking skills: Implications for curriculum design.
Ospina Cortes, Luz Mery.

Pronunciation development in the acquisition of adult ESL students' speaking skills: Implications for curriculum design. - 341 p.

Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.

Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2014.

This is a qualitative study that incorporated to an action research analysis a phonemic awareness test designed for Adults with Limited English Proficiency (ALEP). The main purpose of this study was to explore the pronunciation development in relation to the basic concepts in phonetics and phonology to increase self-confidence in the listening and speaking skills and to prepare material, methodology and activities. The research questions were aimed to answer the following queries: What are the main difficulties adult students experience with the learning of English pronunciation? What strategies, materials, and activities can best help adult students overcome the difficulties experienced with the learning of English pronunciation? What is the impact of teaching English phonetics on the speaking skills of a group of adult students?

ISBN: 9781321522631Subjects--Topical Terms:

684418
Curriculum development.

Pronunciation development in the acquisition of adult ESL students' speaking skills: Implications for curriculum design.
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245 1 0 $a Pronunciation development in the acquisition of adult ESL students' speaking skills: Implications for curriculum design.
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500 $a Source: Dissertation Abstracts International, Volume: 76-06(E), Section: A.
500 $a Adviser: Maria A. Irizarry.
502 $a Thesis (Ed.D.)--University of Puerto Rico, Rio Piedras (Puerto Rico), 2014.
520 $a This is a qualitative study that incorporated to an action research analysis a phonemic awareness test designed for Adults with Limited English Proficiency (ALEP). The main purpose of this study was to explore the pronunciation development in relation to the basic concepts in phonetics and phonology to increase self-confidence in the listening and speaking skills and to prepare material, methodology and activities. The research questions were aimed to answer the following queries: What are the main difficulties adult students experience with the learning of English pronunciation? What strategies, materials, and activities can best help adult students overcome the difficulties experienced with the learning of English pronunciation? What is the impact of teaching English phonetics on the speaking skills of a group of adult students?
520 $a The participants were twelve adults who took a pretest -posttest and attended a pronunciation course. They received forty-six hours of instruction over a period of one month and a half.
520 $a The research instrument used was the English Phonemic Awareness Test to ALEP as pretest-posttest. As findings, participants' results showed that the teaching of pronunciation will be an effective instructional strategy to teach English speaking skills to adults, especially with Limited English Proficiency. Participants had an overall positive attitude towards the learning pronunciation. According to data results some conclusions can be reached. First, the participants had significantly lower averages on the pretest. Second, after receiving instruction in the pronunciation course, the participants scored higher on the posttest. Third, the gain in score could be attributed to the incorporation of explanations in Spanish about the International Phonetic Alphabet (IPA) as teaching strategy as well as individual and group exercises with immediate corrections of mistakes. Based on the results of the study, the teaching of the IPA and concepts in phonetics is recommended as strategy that English teachers can use to help ALEP acquire self-confidence to facilitate speaking skills and vocabulary acquisition. It is suggested to incorporate videos, songs, web pages, but at the same time, collaborative work and evaluation in a community learning class to increase self-confidence where adults are part of the decisions.
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