000			04083nam0a22003370i04500
001			UTC-124471
005			20240326112758.0
008			240325s2023####ec#####grm####00####spa#d
082			_aPROYECTO 370 C231pr
100			_aCarrasco Cando, Daniela Stefany
245			_aPronunciation 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 _cGómez Ramírez.
264			_aEcuador :
264			_aLatacunga ;
264			_aExtensión Pujilí ; _bUniversidad Técnica de Cotopaxi ; _c2023
300			_a75 pàginas ; _c30 cm
336			_atexto _btxt _2rdacontent
337			_ano mediado _bn _2damedia
338			_avolumen _bnc _2rdacarrier
500			_aIncluye CD-Rom y Anexos.
502			_aProyecto (Licenciado en Pedagogía de Lenguas Nacionales y Extranjeras, Especialidad en Inglés); Venegas, Gina; Dir.
505			_a1. 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.
506			_aLOS PROYECTOS DE INVESTIGACIÓN DE GRADO SON DE USO EXCLUSIVO PARA LA SALA DE LECTURA.
520			_aPronunciation 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.
526			_aCarrera de Licenciatura en Pedagogía de Lenguas Nacionales y Extranjeras ;
526			_aEspecialidad en Inglés
526			_aIngles
650			_aESTRATEGIAS DE APRENDIZAJE DE LA PRONUNCIACIÓN _aPERCEPCIONES _aPRONUNCIACIÓN.
700			_aYesenia Elizabeth, Gòmes Ramires
856			_uhttp://repositorio.utc.edu.ec/bitstream/27000/9852/1/PP-000172.pdf _yDocumento
942			_2ddc _cTES _n0
999			_c20060 _d20060