Pronunciation learning strategies (pls) used in efl third-year high school students and the perceptions regarding the role of pronunciation in english learning / Daniela Stefany, Carrasco Cando y Yesenia Elizabeth Gómez Ramírez.

By:

Carrasco Cando, Daniela Stefany

Contributor(s):

Yesenia Elizabeth, Gòmes Ramires

Material type: Text

TextEcuador :Latacunga ;Extensión Pujilí ; Universidad Técnica de Cotopaxi ; 2023Description: 75 pàginas ; 30 cmContent type:

texto

Media type:

no mediado

Carrier type:

volumen

Subject(s):

ESTRATEGIAS DE APRENDIZAJE DE LA PRONUNCIACIÓN PERCEPCIONES PRONUNCIACIÓN

DDC classification:

PROYECTO 370 C231pr

Online resources:

Documento

Contents:

1. General information. 2 . Problem statement. 3. Objectives. 4 . Activities and task system in relation to the objectives troposed. 5. Justification. 6. Scientific and technical foundation. 7. Methodology. 8. Analysis and discussion of results. 9. Research impacts. 10. Conclusions and recommendations. 11. References. 12 . Appendices.

Dissertation note: Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Venegas, Gina; Dir. Summary: Pronunciation is considered a necessary sub-skill for oral production in English learning. This is because a clear and understandable pronunciation is essential to effectively convey what we think. For this, learners need to practice; otherwise, it could cause misunderstandings or disruptions in communication. This problem could be due to little interest in discovering strategies that help to improve pronunciation, little knowledge about Pronunciation Learning Strategies (PLS) and few studies about them in Ecuador. Thus, the purpose of this research was to identify the Pronunciation Learning Strategies used in EFL third-year high school students, and the perceptions regarding the role of pronunciation in learning the English language. This research was conducted at the Marco Aurelio Subía Martínez - Batalla de Panupali educational unit, using a mixed approach and a descriptive method together with intentional and snowball sampling. For data collection, a survey was carried out on 43 students using Google forms, and a semi-structured interview was applied to 8 of them and their English teacher. It is worth mentioning that in both cases, the instruments were presented in the mother tongue of the participants due to they do not have the English knowledge according to their level. Subsequently, the information obtained was analyzed through a thematic analysis and a statistical one. As a result, memory and compensation strategies are the most used; evidencing that the dominant strategies are those of the direct type, based on the Oxford taxonomy. Learners emphasized intelligibility as a realistic goal to achieve, due to the context of English as a Foreign Language in which they live. In addition, they need to practice their oral skill over writing, as well as acquire vocabulary. It was concluded that in the process of learning pronunciation, the role of the teacher is essential to establish the tasks and appropriate resources for its practice. In the same way, students should take advantage of this help and do their part to improve their pronunciation. The use of technology is recommended as a good way to motivate students to practice at home and be exposed to the sound patterns of the language.

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Item type	Current library	Collection	Call number	Copy number	Status	Date due	Barcode
Tesis	Biblioteca Pujilí PEDAGOGÍA DE LOS IDIOMAS / PUJILÍ	Colección / Fondo / Acervo / Resguardo	PROYECTO 370 C231pr (Browse shelf(Opens below))	Ej.1	Available		PP-000172

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Previous	PROYECTO 370 C1174st Strategies to teach the English language at the preschool level in a context of a public education	PROYECTO 370 C138ta Task-based language teaching in English learning-teaching process applied in 10th grade students at the Miguel Iturralde Military Academy II	PROYECTO 370 C1466te ´Technological didactic resources to increase vocabulary in a virtual environment during pandemic at the Federico Froebel Basic School year 2021-2022´ \| Jennifer Daniela, Calderón Guano y Morelia Alejandra, Ramírez Yugcha	PROYECTO 370 C231pr Pronunciation learning strategies (pls) used in efl third-year high school students and the perceptions regarding the role of pronunciation in english learning / Daniela Stefany, Carrasco Cando y Yesenia Elizabeth	PROYECTO 370 C3551di ´Digital e-learning platforms in the English language teaching-learning process.´ \| Carla Mishell, Castrillón Iñiguez y Henrry Leonardo, Cumbicos Silva	PROYECTO 370 C3606mo ´Morphosyntactic analysis : interference of mother tongue in efl language classrooms´	PROYECTO 370 C3609th The effectiveness of CLT techniques to develop Speaking Skills in 6th grade students from Marco Aurelio Subía Martinez Educative Unit´	Next

Incluye CD-Rom y Anexos.

Proyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Venegas, Gina; Dir.

LOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.

Pronunciation is considered a necessary sub-skill for oral production in English learning. This is because a clear and understandable pronunciation is essential to effectively convey what we think. For this, learners need to practice; otherwise, it could cause misunderstandings or disruptions in communication. This problem could be due to little interest in discovering strategies that help to improve pronunciation, little knowledge about Pronunciation Learning Strategies (PLS) and few studies about them in Ecuador. Thus, the purpose of this research was to identify the Pronunciation Learning Strategies used in EFL third-year high school students, and the perceptions regarding the role of pronunciation in learning the English language. This research was conducted at the Marco Aurelio Subía Martínez - Batalla de Panupali educational unit, using a mixed approach and a descriptive method together with intentional and snowball sampling. For data collection, a survey was carried out on 43 students using Google forms, and a semi-structured interview was applied to 8 of them and their English teacher. It is worth mentioning that in both cases, the instruments were presented in the mother tongue of the participants due to they do not have the English knowledge according to their level. Subsequently, the information obtained was analyzed through a thematic analysis and a statistical one. As a result, memory and compensation strategies are the most used; evidencing that the dominant strategies are those of the direct type, based on the Oxford taxonomy. Learners emphasized intelligibility as a realistic goal to achieve, due to the context of English as a Foreign Language in which they live. In addition, they need to practice their oral skill over writing, as well as acquire vocabulary. It was concluded that in the process of learning pronunciation, the role of the teacher is essential to establish the tasks and appropriate resources for its practice. In the same way, students should take advantage of this help and do their part to improve their pronunciation. The use of technology is recommended as a good way to motivate students to practice at home and be exposed to the sound patterns of the language.