UNIVERSIDAD DE GUAYAQUIL EDUCATIVE PROJECT TOPICrepositorio.ug.edu.ec/bitstream/redug/37989/1/Castillo Sornoza.pdf · capacitación académica en cómo enseñar pronunciación para

I

UNIVERSIDAD DE GUAYAQUIL

Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

EDUCATIVE PROJECT

TOPIC:

How Phonetics influence in the improvement of pronunciation.

PROPOSAL:

Design and implement a booklet with varied phonetics exercises.

In partial fulfillment of the requirements for the Degree of Licenciada en

Ciencias de la Educación, Major in Lengua y Linguística Inglesa.

RESEARCHER:

Castillo Sornoza Claudina del Carmen

DIRECTED BY:

MSc. Galo Donoso

GUAYAQUIL-ECUADOR

2017

II


Facultad de Filosofía, Letras y Ciencias de la Educación

Escuela de Lenguas y Lingüística

AUTHORITIES

MSc. Silvia Moy-Sang Castro MSc. Wilson Romero Dávila

DEAN DEPUTY DEAN

MSc. Alfonso Sánchez Ávila Ab. Sebastián Cadena Alvarado

DIRECTOR SECRETARY

III

IV

MSc

SILVIA MOY-SANG CASTRO, Arq.

DECANO DE LA FACULTAD DE FILOSOFÍA,

LETRAS Y CIENCIAS DE LA EDUCACIÓN

Ciudad.-

Para los fines legales pertinentes comunico a usted que los derechos

intelectuales del proyecto educativo con el tema: HOW PHONETICS

INFLUENCE IN THE IMPROVEMENT OF PRONUNCIATION.

Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.

Atentamente,

Claudina del Carmen Castillo Sornoza

C.I 0923650592

V


FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

PROJECT

TOPIC: HOW PHONETICS INFLUENCE IN THE IMPROVEMENT OF

PRONUNCIATION

PROPOSAL: DESIGN AND IMPLEMENT A BOOKLET WITH VARIED

PHONETICS EXERCISES.

APROBADO

………………………… ………………………………

Tribunal No 1 Tribunal No 2

……………………………

Tribunal No 3

Claudina del Carmen Castillo Sornoza

C.I 0923650592

VI

EL TRIBUNAL EXAMINADOR OTORGA

AL PRESENTE TRABAJO

LA CALIFICACIÓN DE:

EQUIVALENTE A:

TRIBUNAL

VII

x

NATIONAL REPOSITORY IN SCIENCE AND TECHNOLOGY

THESIS REGISTRATION FORM

TITLE AND SUBTITLE: How phonetics influence in the improvement of pronunciation.

Proposal: Design and implemented a booklet with varied phonetic exercises .

AUTHOR: Castillo Sornoza

Claudina del Carmen

ADVISOR: Msc. Galo Donoso

REVIEWERS: Msc. Galo Donoso

INSTITUTION: University of

Guayaquil

FACULTY:

Filosofía Y Letras y Ciencias de la Educación.

CAREER: Languages and Linguistics

DATE OF PUBLISHING: No. OF PAGES: 134 pages

TITLE OBTAINED: Licenciado en Ciencias de la Educación mención: Ingles

THEMED AREAS:

KEYWORDS: learning techniques, strategies, application, phonetics, phonology

ABSTRACT: The purpose of this educational project is to implement techniques for learning

the vowel sounds in the English language in order to improve the linguistic competence of

the eighth grade students in the "Francisco Huerta Rendón" school in the city. of Guayaquil,

when carrying out a thorough investigation through different techniques such as

questionnaires, interviews and surveys; Low performance was detected in the pronunciation

of the students and the lack of motivation for the teaching of pronunciation in English mainly

because the institution does not have the necessary didactic materials for the students to get

hooked and motivate with the classes of the same. It was also observed that teachers do not

have enough academic training in how to teach pronunciation to develop an innovative and

fun class. For the reason already discussed, it is proposed to develop a guide with varied

exercises techniques for its use and application in classes in such a way that the learning of

the English language is more significant.

No. DE REGISTRO (en base

de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO PDF: X SI

NO

CONTACTO CON

AUTOR

Teléfono:

0968724527 E-mail:

[email protected]

CONTACTO EN LA

INSTITUCIÓN:

Nombre: Secretaría de la Escuela de Lenguas y

Lingüística Teléfono: (04)2294888 Ext. 123

E-mail: [email protected]

mailto:[email protected]


VIII

x

REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA

FICHA DE REGISTRO DE TESIS

TÍTULO Y SUBTÍTULO: How phonetics influence in the improvement of pronunciation.

Proposal: Design and implement a booklet with varied phonetic exercises.

AUTOR: Castillo

Sornoza Claudina del

Carmen

TUTOR Msc. Galo Donoso

REVISORES: Msc. Galo Donoso

gINSTITUCIÓN:

Universidad de

Guayaquil

FACULTAD: Filosofía Y Letras y Ciencias de la Educación.

CARRERA: Lenguas y Lingüística

FECHA DE PUBLICACIÓN:

No. DE PÁGS: 134 paginas.

TÍTULO OBTENIDO: Licenciado en Ciencias de la Educación, mención: English

ÁREAS TEMÁTICAS:

PALABRAS CLAVE: Learning techniques, strategies, application, phonetics, phonology

ABSTRACT: Este proyecto educativo tiene como finalidad la implementación de técnicas

para el aprendizaje de los sonidos de las vocales en el idioma Inglés con el fin de mejorar la

competencia lingüística de los alumnos de octavo de educación básica en el colegio

“Francisco Huerta Rendón” en la ciudad de Guayaquil, al realizar una concienzuda

investigación a través de diferentes técnicas como cuestionarios, entrevistas y encuestas;

se detectó bajo rendimiento en la pronunciación de los alumnos y la falta de motivación para

la enseñanza de pronunciación en Ingles principalmente por que la institución no cuenta con

los materiales didácticos necesarios para que los alumnos se enganchen y motiven con las

clases del mismo. Además se observó que los maestros no tienen la suficiente

capacitación académica en cómo enseñar pronunciación para desarrollar una clase

innovadora y divertida. Por el motivo ya expuesto se propone desarrollar una guía con

técnicas variadas de ejercicios para su utilización y aplicación en clases de tal manera que el

aprendizaje del idioma ingles sea más significativo.

No. DE REGISTRO (en

base de datos): No. DE CLASIFICACIÓN:

DIRECCIÓN URL (tesis en la web):

ADJUNTO

PDF: X

SI NO

CONTACTO CON

AUTOR/ES

Teléfono:

0968724527


Contacto en la

institución: Nombre: Secretaría de la Escuela de Lenguas y Lingüística

Teléfono: (04)2294888 Ext. 123




IX

DEDICATION

To my grandma Rosa Carmen, she taught me what family love is.

To my loved children, Josue, Jenny and Paula. They were my support all

these years. Finally, to my mother. Jenny . Thank you for all.

Claudina

X

ACKNOWLEDGEMENT

To my great God for his blessings. Because for him nothing is impossible

to do. Our dreams and goals are an arrangement to him.

To MSc. Galo Donoso my Tutor, for his wonderful guide in the

implementation of this project and for give me the motivation to finalize the

same.

Claudina

XI

TABLE OF CONTENT

FRONT PAGE .......................................................................................... I

DIRECTIVES .......................................................................................... II

TUTOR REPORT .................................................................................... III

DEDICATION .......................................................................................... IX

ACKNOWLEDGE ..................................................................................... X

INTRODUCTION ....................................................................................... 1

CHAPTER I

THE PROBLEM ......................................................................................... 3

CONTEXT OF THE INVESTIGATION.................................................... 3

CONFLICT SITUATION ......................................................................... 3

CAUSES OF THE PROBLEM ................................................................ 4

FORMULATION OF THE PROBLEM ..................................................... 5

OBJECTIVES OF INVESTIGATION ...................................................... 5

SPECIFIC OBJECTIVES........................................................................ 5

QUESTIONS OF THE INVESTIGATION ................................................ 5

JUSTIFICATION ..................................................................................... 6

THE THEORETICAL FRAMEWORK ........................................................ 8

BACKGROUND ...................................................................................... 8

THEORETICAL FOUNDATION .............................................................. 9

THE INTERNATIONAL PHONETIC ALPHABET (IPA) ........................ 10

ADVANTAGES OF PHONETIC IN PRONUNCIATION TEACHING ..... 10

XII

PHONOLOGY ...................................................................................... 11

PHONOLOGICAL SYSTEM OF ENGLISH .......................................... 12

PHONEMES ......................................................................................... 12

TYPES OF PHONEMES ...................................................................... 13

VOWEL SOUNDS ............................................................................ 13

THE ELEVEN VOWELS OF AMERICAN ENGLISH ......................... 13

CONSONANT SOUNDS ................................................................... 13

ALLOPHONES ................................................................................. 14

INTERRELATIONSHIP BETWEEN PHONETICS AND PHONOLOGY

............................................................................................................. 14

PRONUNCIATION ............................................................................... 15

ELEMENTS OF PRONUNCIATION ..................................................... 17

FACTORS THAT AFFECT PRONUNCIATION LEARNING ................. 17

AGE AND SOCIAL-PSYCHOLOGICAL ............................................... 18

EXPOSURE AND USE......................................................................... 18

NATIVE - LANGUAGE BACKGROUND ............................................... 19

PERSONALITY .................................................................................... 19

COMMUNICATIVE LANGUAGE TEACHING FRAMEWORKS FOR

PRONUNCIATION ............................................................................... 19

PEDAGOGICAL FOUNDATION ........................................................... 21

INTUITIVE – IMITATIVE APPROACH .................................................. 22

ANALYTIC – LINGUISTIC APPROACH ............................................... 22

TECHNIQUES TO TEACH PRONUNCIATION .................................... 23

LISTEN AND IMITATE ......................................................................... 23

MINIMAL PAIRS TRAINING ................................................................. 24

TONGUE TWISTER ............................................................................. 25

XIII

EPISTEMOLOGICAL FOUNDATION ................................................... 25

PSYCHOLOGICAL FOUNDATION ...................................................... 26

LEGAL FOUNDATION ......................................................................... 27

THE ENGLISH LANGUAGE LEARNING STANDARDS ................... 27

SOCIOLOGICAL FOUNDATION .......................................................... 28

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF ....... 30

RESULTS ................................................................................................ 30

METHODOLOGICAL DESIGN ............................................................. 30

TYPES OF RESEARCH ....................................................................... 31

POPULATION AND SAMPLE .............................................................. 32

POPULATION DEFINITION ............................................................. 32

SAMPLE DEFINITION ...................................................................... 32

DEFINITION ......................................................................................... 34

INTERNATIONAL PHONETIC ALPHABET .......................................... 34

ADVANTAGES OF PHONETIC ON PRONUNCIATION ...................... 34

PHONETICS AND PHONOLOGY ........................................................ 34

INTERALIONSHIP BETWEEN PHONETICS AND PHONOLOGY ...... 34

THEORETICAL METHODS ................................................................. 36

ANALYSIS AND SYNTHESIS .......................................................... 36

INDUCTIVE – DEDUCTIVE METHOD: ............................................ 36

LOGICAL- HISTORICAL METHOD .................................................. 36

EMPIRICAL METHODS ....................................................................... 36

EMPIRICAL TECHNIQUES .................................................................. 37

Direct observation ............................................................................. 37

INTERVIEW ......................................................................................... 37

SURVEY ........................................................................................... 37

XIV

MATHEMATICAL – STATISTICAL METHOD ...................................... 38

-Mathematical ................................................................................... 38

-Chi Square: ...................................................................................... 38

TABULACIÓN CRUZADA .................................................................... 39

INTERVIEW TO THE DIRECTOR ........................................................... 40

ANALYSIS OF RESULTS ....................................................................... 45

SURVEY TO STUDENTS .................................................................... 47











CONCLUSION AND RECOMMENDATION ......................................... 60

CONCLUSIONS ............................................................................... 60

RECOMMENDATIONS..................................................................... 60

THE PROPOSAL ..................................................................................... 62

TITLE ................................................................................................... 62

JUSTIFICATION ................................................................................... 62

OBJECTIVES ....................................................................................... 63

GENERAL OBJECTIVE .................................................................... 63

SPECIFIC OBJECTIVES .................................................................. 63

XV

THEORETICAL ASPECTS ................................................................... 63

PEDAGOGYCAL FOUNDATION ...................................................... 63


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TEMA: Cómo influye la fonética en la mejora de la pronunciación.

PROPUESTA: Diseño y aplicación de un folleto con ejercicios fonéticos.

Autora: Claudina Castillo Sornoza

Tutor: MSc. Galo Donoso

RESUMEN

Este proyecto educativo tiene como finalidad la implementación de

técnicas para el aprendizaje de los sonidos de las vocales en el idioma

Inglés con el fin de mejorar la competencia lingüística de los alumnos de

octavo de educación básica en el colegio “Francisco Huerta Rendón” en

la ciudad de Guayaquil, al realizar una concienzuda investigación a través

de diferentes técnicas como cuestionarios, entrevistas y encuestas; se

detectó bajo rendimiento en la pronunciación de los alumnos y la falta de

motivación para la enseñanza de pronunciación en Ingles principalmente

por que la institución no cuenta con los materiales didácticos necesarios

para que los alumnos se enganchen y motiven con las clases del mismo.

Además se observó que los maestros no tienen la suficiente capacitación

académica en cómo enseñar pronunciación para desarrollar una clase

innovadora y divertida. Por el motivo ya expuesto se propone desarrollar

una guía con técnicas variadas de ejercicios para su utilización y

XVI

aplicación en clases de tal manera que el aprendizaje del idioma ingles

sea más significativo.

DESCRIPTORES: técnicas de aprendizaje- estrategias - aplicación


FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACIÓN

ESCUELA DE LENGUAS Y LINGÜÍSTICA

TOPIC: How Phonetics influence in the improvement of pronunciation

PROPOSAL: Design and implement a booklet with varied phonetics

exercises.

Author: Claudina Castillo Sornoza

Tutor: MSc. Galo Donoso

ABSTRACT

The purpose of this educational project is to implement techniques for

learning the vowel sounds in the English language in order to improve the

linguistic competence of the eighth grade students in the "Francisco

Huerta Rendón" school in the city. of Guayaquil, when carrying out a

thorough investigation through different techniques such as

questionnaires, interviews and surveys; Low performance was detected in

the pronunciation of the students and the lack of motivation for the

teaching of pronunciation in English mainly because the institution does

not have the necessary didactic materials for the students to get hooked

and motivate with the classes of the same. It was also observed that

teachers do not have enough academic training in how to teach

pronunciation to develop an innovative and fun class. For the reason

already discussed, it is proposed to develop a guide with varied exercises

XVII

techniques for its use and application in classes in such a way that the

learning of the English language is more significant.

KEYWORDS: learning techniques - strategies – application

1

INTRODUCTION

English is the foreign language that students must study in Ecuadorian

schools. One of the most common problems in English classes is

pronunciation issues. Nowadays world demands that students in our country

who study in public schools reach the levels in the English language

established in the European common framework. Oral pronunciation is the

base for communication in languages, and the need to familiarize Ecuadorian

learners with knowledge English sounds is a priority.

Students of 8th course section “A” in “Francisco Huerta Rendón” with

bad pronunciation need explicit help from the teacher and provide some

pronunciation instruction. For this reason, the author of this project developed

this work to assistance teachers how to apply method and techniques with the

reliance on other sub-disciplines such as phonetic and phonology as a

framework through some practical activities and strategies that teachers have

to employ to their classes. Teachers have to make students aware of a new

system for English pronunciation and sounds and bring them a point where

they are able to explore, experiment, manipulate and finally control sounds.

Pronunciation should be viewed as an important part of communication

that have to be incorporated in classroom activities focused on the need of

learners. Physical factors also affect the learning of pronunciation, but a

teacher can help overcome physiological barriers and others challenges.

2

Fignally, the content of this work has been split into four chapters with the

purpose to emphasize each part of the schemes of the development of the

project, which are the following:

Chapter one: The problem

This chapter contains: Context of investigation, Conflict situation, Causes of

the problem, Formulation of the problem, Objectives of investigation, General

objective, Specific objectives, Questions of investigation and Justification.

Chapter two: Theoretical Frame

Background, Theoretical foundation, Epistemological foundation,

Psychological foundation, Legal foundation, Sociological foundation.

Chapter three: Methodology

Design of the investigation, type of investigation, level of the investigation,

procedures of the investigation, instruments of the investigation, application of

the investigation instruments, analysis of results, conclusions and

recommendations.

Chapter four: The proposal

Tittle, Justification, Objectives, Theoretical Aspects, Feasibility of its

application, Description, and Conclusions.

3

CHAPTER I

THE PROBLEM

CONTEXT OF THE INVESTIGATION

The project is applied to the "Francisco Huerta Rendón" School of the

city of Guayaquil located at Las Aguas Av. and Juan Tanca Marengo Av. The

school "Francisco Huerta Rendón" was founded in May 1971 and currently

has 2600 students, of which 1200 are men and 1400 are women.

The structure is composed of 2 buildings with two floors, the total

number of classrooms in the school is 26, each classroom has 55 students,

the area of each classroom is established 8 meters wide and 10 meters long

the working day in the School are morning and evening. The total of teachers

in the school "Francisco Huerta Rendón" is of 68 teachers of which 34 work in

the morning and is composed of 13 men and 21 women, in the afternoon

work day 34 of which 18 are men and 16 are women.

CONFLICT SITUATION

A close observation of students in English class showed a low level of

English pronunciation and lack of confidence for speaking tasks.

Consequently, they are afraid of speaking or they say they are not

comfortable when they have to speak. These students often think that having

a good pronunciation is not important, the possible reason for that is because

there is not a good motivation from teacher to make progress in this area.

4

On the other hand the difficulty for the teacher to spend time on

pronunciation with students. As a result the teacher did not develop the speak

competences in the whole context. The techniques for help students to

overcome pronunciation problems were not attended during the lesson. The

teacher does not have adequate didactic material, there are not necessary

tools such as laboratories, virtual books and access to internet neither have

not wallpaper, flashcard to work properly in the classroom.

The English lessons have been worked based on teaching grammar.

Teacher and students spent many time memorizing grammar rules and

working with the textbook. Grammar will not teach students a good

pronunciation; in contrast it makes the learning boring and ineffective because

pronunciation is necessary for a real communication.

The mother tongue interference is a common factor. This evidence is

very obvious because students have a tendency to apply the sounds and

intonation of their first language. These errors could be explained as a

negative interference from L1.

CAUSES OF THE PROBLEM

There are three main causes to mention:

Classes based on grammar.

Difficulties in learning pronunciation.

Influence of the mother tongue

5

FORMULATION OF THE PROBLEM

How does phonetics instruction improve pronunciation in 8th EGB

students at “FRANCISCO HUERTA RENDON” school, zone 8, district 6,

circuit 3, Province of Guayas, Canton Guayaquil, Parroquia Tarqui, school

year 2017 – 2018.

OBJECTIVES OF INVESTIGATION

To determine the influence of phonetics instruction in the improvement

of pronunciation through a field and bibliographic analysis to design a

booklet based on phonetic exercises.

SPECIFIC OBJECTIVES

To define phonetics through a bibliographic analysis.

To assess the pronunciation of the students through a diagnostic test

and a survey to be applied to the students.

To design a booklet based on phonetic exercises to improve students’

English pronunciation through the data gathered.

QUESTIONS OF THE INVESTIGATION

1. How does the low level of teaching materials in eight schools affect

public school?

2. What is the relevance of implementing educational materials for

teaching pronunciation to students from eight Basic Grade of the

schools?

6

3. What factors affect the poor performance of students on English

pronunciation?

4. How does the phonetics learning improve the quality of education?

5. Which methodology will be applied?

6. Why is it essential to encourage students to know about English

Learning nowadays?

7. What kind of impact can the implementation the booklet produce in the

students?

JUSTIFICATION

The educational proposal that will be developed in this work focuses on

establishing the influence of phonetics in the improvement of pronunciation.

Students will learn each vowel sound and become familiar with syllable

structure using a phonetic approach reaching a better pronunciation

performance.

This research that refers to the influence of phonetics to improve

student pronunciation is justified because it makes a description based on an

analysis of the student environment that predominates in their speaking

competence, so that the modifications can be carried out in this way required.

Negative or positive modifications that will depend on the management that

deals with them. In this way it will be possible to improve the level of

pronunciation in students within the current educational system.

Also the research can lead to new platforms to implement actions to

reduce pronunciation problems that are happening in the educational

establishment. In this way it would contribute to the elevation of the

educational quality. With this research it will be possible to generate progress

in the regional education system.

7

Taking into account the theoretical value, it is worth highlighting the

evident effective phonetic approach, which contributes significant data on the

importance for a good speak production in which a person develops

communication, having direct relation with human behavior. The human being

can perceive his surroundings in the same way as the environment where he

develops.

The Organic Law of Intercultural Education (LOEI) defines education

as "an instrument of transformation of society, contributes to the construction

of the country, life projects and the freedom of its inhabitants, peoples and

nationalities; Human beings, particularly children and adolescents as the

center of the learning process and subjects of rights, and is organized on the

basis of constitutional precepts "(LOEI, 2011, Art. 2 Principles, Lit.

For this reason is relevant to mention that this research will transform

this educative community, contributing to the empowerment of their learning

process and progress of their quality of life, fulfilling its rights of Ecuadorians

and with a new vision that means freedom.

The Common European Framework in its political and educational

approach promotes language activity, communicative acts entail the

performance of tasks, and to the extent that they are not routine or automatic,

those tasks require us to use strategies in order to understand and or produce

spoken or written texts.

8

CHAPTER II

THE THEORETICAL FRAMEWORK

BACKGROUND

The process of teaching English language has changed during the last

two decades; the practice of exercising language skills has received important

attention from educators. Foreign language curricula in classrooms are

focused on productive skills with special emphasis on communicative ability.

Teachers face a new challenge providing pedagogical tools for English

lessons.

Thus, in the University of Guayaquil, as in many other institutions,

researches and instructional materials have been developed to provide

improvement in student’s pronunciation. These are similar to the present work

in they show how phonetics influence in pronunciation and how beneficial is it

in learning a second language. Reviewing files in the library has found the

following works: A first research corresponds to the researchers Jácome

Cordova Pablo and Muñoz Verónica. Their topic is “How to improve

pronunciation applying phonetic techniques”. The proposal is “Design of an

audio visual cd with phonetic techniques by using electronic devices”.

The second research will be mentioned is of researchers Contreras

León Sharleni Lisssette and León Escobar Daney del Rocío, their topic is

“Linguistic resources for improving the pronunciation of basic English” The

proposal is “Design and implementation of a guide with audio lingual activities

using phonetic resources.

9

Subsequent the line of research that analyzes the influence of

phonetics for the improvement of pronunciation it is possible to emphasize

that this research contributes significantly to the educational field as well as

being novel with its processes influence students to reach a good

pronunciation performance.

THEORETICAL FOUNDATION

Phonetics from the Greek word phone = sound /voice is the science of

speech and it is concerned with all aspects of the production, transmission

and perception of the sounds of language. It is concerned with the physical

properties of speech sounds. Roach defines phonetics as:

The scientific study of speech… the central concern in phonetics is

the discovery of how speech sounds are produced, how they are used

in spoken language, how we can record speech sou6nds with written

symbols and how we hear and recognize different sounds (1992, p.81).

Phonetics is divided into three branches that are inter-connected

through the common mechanism of the sound, Crystal (1985). These are:

Articulatory phonetics is the study of how speech sounds are produced by

the human vocal apparatus.

Acoustic phonetics is the study of the sounds waves made by the human

vocal organs for communication.

Auditory phonetics is the study of how speech sounds are perceived by the

ear, auditory nerve and brain.

10

THE INTERNATIONAL PHONETIC ALPHABET (IPA)

Language is a systematic means of communication which uses sounds

and symbols. Without a universal transcription system for phonetics and

phonology, writing down the unfamiliar sounds of other languages would be

impossible. Linguistics demonstrated the importance of the pronunciation and

developed a unique code “IPA” to standardize pronunciation. It is an

alphabetic system of phonetic notation based on the Latin alphabet. The IPA

is designed to represent qualities of the speech that are part of the language:

phones, phonemes, intonation and the separation of the words and syllables.

The International Phonetic Alphabet was proposed in 1888, it has been in

continual review by the International Phonetic Association.

ADVANTAGES OF PHONETIC IN PRONUNCIATION TEACHING

Teachers and students will benefit for using phonetics in classroom.

Students are unfamiliar with sounds and symbols, teachers often considered

it is too difficult to understand by them. Introducing this knowledge is a

possible purpose whereas integrating students with correct activities, using

techniques and strategies such as feedback. Then, teacher will be more

comfortable and students will be more self-aware learners.

Mompean (2015) points out potential advantages of phonetic notation

in pronunciation teaching – learning process: First, awareness – raising:

Alongside other strategies and techniques such as rhythms, tongue twisters,

etc. Phonetic notation is effective to increase awareness of pronunciation

features that regularly are unperceived.

11

Second, visual character or the visual support: It is useful because

help learners to regard the sounds of English less abstract in other words to

visualize the sounds of English. The visualness of symbols may be exploited

in pedagogically attractive ways by teachers when developing or adapting

materials for pronunciation work

Third, Autonomous learning: Phonetic symbols help to check the

pronunciation of words in dictionaries as well as to improve pronunciation. If

learners know how to interpret phonetic symbols, they can more or less know

how the word is pronounced and it is not essential to listen to the word as

pronounced by a native speaker.

Finally, Familiarity: Learners have often seen phonetic symbols in

dictionaries and textbooks. Learners have taught how to read at least some

phonetic symbols at school /high school. Learners are familiar with phonetic

symbols and what they mean.

PHONOLOGY

Phonology is the study of how sounds are organized and used in

natural language. Furthermore, it is concerned with the abstract, grammatical

characterization of systems of sounds or signs. Widdiwson states that “the

study of phonemes and their relations in sound systems is the business of

phonology” (1996, p.42). Phonology analyzes the sound patterns of a

particular language by:

Determining which phonetic sounds are significant, and

12

Explaining how these sounds are interpreted by native speakers.

Celce-Murcia et al., claimed:

It is important for ESL and EFL teachers to understand the

correspondences between English phonology and English orthography

so that they can teach their learners (1) how to predict the

pronunciation of a word given its spelling and (2) how to come up with

a plausible spelling for a word given its pronunciation (2010, p. 419).

PHONOLOGICAL SYSTEM OF ENGLISH

One of the characteristic features of the sound system of any language

is its inventory of sounds. That is, the particular combination of consonants

and vowels that makes up the inventory. Mannell refers that the phonological

system of English is the number of phonemes which are used in this language

and how they are organized. He defines the following:

PHONEMES

Phonemes are the distinctive sounds of a language. They are the

sounds that native speakers of the language consider to be separate sound.

Changing from one phoneme to other changes the meaning of the word, or

sometimes it makes a word meaningless. A phoneme is a set of allophones

or individual non-contractive speech sound. Alphabetic spelling systems are

frequently based on the phonemes of a language. There are 44 phonemes in

English each one representing a different sound a person can make.

13

TYPES OF PHONEMES

VOWEL SOUNDS

Vowels are the visual building blocks of words. English has relatively

large number of vowels. In contrast, to consonants, vowels are produced with

little obstruction of the airflow. Vowels also have longer durations than

consonants (Mehler, 1996). English vowel differences are produced by

varying the height of the body of the tongue (high, mid or low); the frontness

or backness of the tongue.

THE ELEVEN VOWELS OF AMERICAN ENGLISH

English learners usually know the five fundamental vowel sounds. This

familiarity will support with the master of the six other vowels in the language.

There are 11 Vowels in English:

Long a (pay, pain, feign) Short a (pan, Santa)

Long e (peak, peek, pique) Short e (peck, step)

Long i (by, bite, bright) Short i (bit, in, it)Long o (toe, tote, coat)

Short o (cot, bought, stop) German long u (book, look)

Long u (too, cute, flew) Short u (cut, flood, )

CONSONANT SOUNDS

Letters and phonemes are not the same because a sound can be

heard, but not seen. A letter is a written symbol that represents one or more

sounds. A consonant letter usually represents one consonant sounds. Some

14

consonants letters, for example c, g, s can represent two different consonant

sounds

ALLOPHONES

Allophones are the linguistically non-significant- variants of each

phoneme. Sometimes, there is more than one way to pronounce a phoneme.

These different pronunciations are called allophones. They are not

phonemes, because they do not change the meaning of the word.

INTERRELATIONSHIP BETWEEN PHONETICS AND PHONOLOGY

There are two sub-disciplines in linguistics which deal with sound: They

are Phonetics and Phonology. The relationship between phonetics and

phonology is complex. Kelly introduces that “the study of pronunciation

consist of two fields, namely phonetics and phonology” (2000). In addition he

mentions ”If phonetics deals with physical reality of speech sounds then

phonology, on other hand, is concerned with how we interpret and

systematize sounds”.

Roach emphasizes “Only by studying phonetics and phonology of

English it is possible to acquire a full understanding of the use of sounds in

English speech” (1998,p.43). In adittion, McMahon clarifies that “phonetics is

universal, while phonology is language-specific”(2002). Trubetskoy cited by

Mannell (2008) wrote:

It is the task of phonology to study which differences in sound are

related to differences in meaning in a given language, in which way the

15

discriminative elements ... are related to each other, and the rules

according to which they may be combined into words and sentences.

Phonology is the link between Phonetics and the rest of linguistics.

While phonetics deals with regularities in speech typical for a given language,

phonology looks for phonemically meaningful regularities, and tries to explain

them and determine why they occur in a given language. The phonology of a

language organizes and changes its categories and processes within a

system that serves speech production and speech perception. Therefore, it is

possible to assume that phonology starts where phonetics ends. In other

words, the goal of phonology is complete what phonetics has started. These

two linguistic sub-fields are related and can be studied and presented

depending on its own principles and rules.

PRONUNCIATION

Pronunciation is also an integral part of oral communication. It makes

reference to the way in which we speak a language. According to Yates (as

cited in Pourhosein Gilakjani, 2016) pronunciation is the production of sounds

that is used for making meaning. This is learnt by repeating and correcting

them produced inaccurately. Otlowski defines “Pronunciation is the way of

uttering a word in accepted manner” (1998).

Pronunciation demands substantial attention in like manner other

language skills and its components. Teaching phonetics and phonology has

been discovered to facilitate pronunciation learning in a foreign language.

Learning seems to be clearer after a longer period of practice including

16

various kinds of exercises on production, perception and self-analysis.

Educators are forced to integrate it into already overfilled curricula in other

skill areas. Celce - Murcia, Brinton, and Goodwin argue that:

Teachers must balance the needs of their students within a somewhat

fixed curriculum. If this is the case, pronunciation is not always

explicitly included even in a speaking course, and teachers need to

find ways to integrate pronunciation into existing curriculum and

textbook materials (2010, p.381).

English pronunciation is one of the most difficult skills to acquire. Flege

(1988) affirms that Phonological learning may be most rapid in the early

stages of the learning so that is important to start pronunciation teaching with

beginning learners. Phonetic and phonology knowledge is not something that

students have an easily access, they often have intuiton about language

without have an exactly notion, they are not conciously aware of these rules.

Morley expresses that teachers do not teach but facilitate learners´ learning

pronunciaiton presenting the general rules and principles toward

comprenhensible pronunciation.The goal of teaching pronunciation is to

develop in students functional integibillity, functional communicability,

increased self-confidenc, the speech monitoring abilities and speech

modification strategies. Pourhosein Gilakjani (2016) maintains that

understable pronunciation is one of the basis requirements of learner´s

competence and it is also one of the most important features of language

instruction .Therefore, Phonetics and phonology can help learners to establish

effective communication because through learning pronunciation instruction

builds the routes over new vocabulary. Harmer (2001) also emphasized that

through pronunciation instruction; students not only learn different sounds and

sound features but also improve their speaking skill.

17

Learners’ pronunciation goal is not mandatory to pronounce like native

speakers. Understandable pronunciation is one of the basic requirements of

the learners’ competence and it is also one of the most important features in

pronunciation instruction (Pourhosein Gilakjani, 2016). Morley (1991) stated

that learners should develop functional intelligibility, functional

communicability and increased self-confidence.

ELEMENTS OF PRONUNCIATION

Pronunciation includes segmental and suprasegmental features that

they all work in combination.

SEGMENTAL FEATURES: The individual sounds of a language (phonemes)

means to vowel sounds and consonant sounds. Traditional approaches to

pronunciation have often focused en segmental aspects.

SUPRASEGMENTAL FEATURES: Aspects of pronunciation that affect more

than one sound segment such as stress, intonation and rhythm. In other

words, rhythm is the musical aspect of pronunciation.

STRESS refers to the prominence given to certain syllables or words within

utterances.

INTONATION is the use of changing vocal pitch.

RHYTHM is the sense of movement in speech, marked by the stress timing,

and quantity of syllables.

FACTORS THAT AFFECT PRONUNCIATION LEARNING

Lane determines the factors that affect pronunciation learning. These

are factors which are incorporated into student´s individual language. She

18

also adds “the degree of success that learners achieve in adopting a new

pronunciation is influenced by these elements” (2012 .p. 4).

AGE AND SOCIAL-PSYCHOLOGICAL

According to Lennenberg (as cited in Lane, 2012) there is a crucial

stage in the human beings to learn a language with prolongs up to puberty.

Neurobiological changes in the brain conclude at puberty and block the native

- language ability. Another justification of this factor could be that adults’

greater cognitive abilities (especially analytic abilities) are reduce effective in

learning new pronunciation than the more natural abilities found in young

children. For a child the assimilation of L2 represents a natural process. A

child has an extraordinary brain plasticity that allows him to learn every

language existing on earth. As he grows up, his linguistic skills specialize for

his mother tongue and the ability to assimilate new languages gradually

diminishes.

EXPOSURE AND USE

Exposure and use of the new language also affect pronunciation

learning by the amount of exposure have to the new language. Baker (2006).

Contrasting two students, one of them has spent three months in the United

States and the other that has spent three years. Obviously the student that

has more exposure and use of the language pronounce better than that rarely

use it (Lane, 2012).

19

NATIVE - LANGUAGE BACKGROUND

The native – language sound system (consonants, vowels, stress,

rhythm, intonation, and voice quality) affects not only how learners pronounce

English it also affects how learners hear it. Similarities between native

language and English can facilitate or obstruct learning. Language learners

have a habit to apply the sounds of their mother tongue in learning a second

language, leading to interlingual errors (Celce-Murica, Brinton, and Goodwin,

1996).

PERSONALITY

It is other factor that affects pronunciation learning according to Lane

(2012). She explains that there is a vinculum between personality

characteristics and success in learning a second language. It has not

scientifically demonstrated. Although Conti (2015) concluded the personality

traits as a factor can have a direct and indirect impact on the learning a

second language and he added that its impact cannot be considered in

isolation. Teachers should develop different strategies according to the needs

in the classroom.

COMMUNICATIVE LANGUAGE TEACHING FRAMEWORKS FOR

PRONUNCIATION

The primary principle of CLT is that all activities managed and carries

in classrooms are supposed to be communication-centered and serve for the

goal of communication. Martin suggests the Communicative Language

Teaching (CLT) to teach pronunciation with its focus on the larger framework

of communication and the active use of authentic L2 language in the

classroom, has been the prominent methodology for English teachers.

20

(Martin, 2013) These frameworks are also suggests by The five core tenants

of CLT are Celce and Murcia 2001 (Murcia Celce, Brinton and Goodwin,

2010).

These frameworks are:

Language is best learned within the larger structure of communication,

with the ultimate goal of teaching learners how to use the L2 effectively

in a variety of communicative situations.

Classroom tasks and materials should mirror students’ goals and

interests, and foster their desire to communicate in the L2.

The most effective way to acquire language is through active

participation. Students are encouraged to ask questions and work

independently in groups where there is negotiation of meaning.

The syllabus should focus on preparing learners to express themselves

in a variety of communicative situations.

Errors are a normal part of the language learning process. Therefore,

students are encouraged to take L2 linguistic risks and formulate

working hypotheses about the language system; these hypotheses

should eventually be confirmed or denied through L2 exposure or

instructor feedback (Swain, 1985).

The framework is divided into five phases that are meant to be

approached over the course of a few lessons for each new pronunciation

feature:

21

1.-Description and Analysis: explanation of how a new pronunciation

feature is produced and when it is used.

2.-Listening Discrimination: focused listening practice with the goal of

accurate learner identification of the feature. Listening discrimination practice

has been shown to not only have a positive effect on learners’ perception

abilities, but also in their production capabilities of the target feature (Rochet,

1995; Wang and Munro, 2004).

3.-Controlled Practice: focus on monitoring the new pronunciation feature in

oral production. Controlled practice under Celce-Murcia communicative

pronunciation instruction framework provides learners the opportunity to

highly monitor their production of the target feature, with the goal of improving

the accuracy and form of student output.

4.- Guided Practice: structured communication exercises with some

monitoring. It takes student training a step further, with still a large emphasis

on target form accuracy and fluency, but with the added component of

attention to meaning. These “focused tasks” force learners to improve their

accuracy while beginning the process of automatizing the target feature

(McLaughlin, 1987; Doughty & Williams, 1998).

PEDAGOGICAL FOUNDATION

In the history of language teaching, speech and language has been

object of serious studies. However, the sound system and pronunciation have

begun studied systematically before the beginning of the twentieth century

and since then; two main general approaches to pronunciation have been

developed. These approaches are the intuitive – imitative approach and

analytic –linguistic approach.

22

Celce and Murcia explain these approaches to teach pronunciation (1996, as

cited in Lee, 2008):

INTUITIVE – IMITATIVE APPROACH

An intuitive-imitative approach (before the late 19th century)

occasionally supplemented by the teacher’s or textbooks writer’s

impressionistic (and often phonetically inaccurate) observations about sounds

based on orthography. In the intuitive-imitative approach, it is assumed that “a

student ability to listen to and imitate the rhythms and sounds of the target

language will give rise to the development of an acceptable limit of

pronunciation without the intervention of any explicit information” (Hismanoglu

and Hismanoglu, 2010, p. 984). Particular technologies, such as audio-tapes,

videos, computer-based programs, and websites, are used today for this

approach. It depends on the learner's ability to listen to and imitate the

rhythms and sounds of the target language without the intervention of any

explicit information; presupposes the availability, validity, and reliability of

good models to listen to.

ANALYTIC – LINGUISTIC APPROACH

Explicit intervention of pronunciation pedagogy is emphasized. The

learners are provided with explicit information on pronunciation using phonetic

alphabet, articulatory descriptions, and vocal charts. The explicit information

can be presented in different interactive speech software and websites (Lee,

2008). In the integrative approach, according to Lee “pronunciation is viewed

as an integral component of communication, rather than an isolated drill and

practice sub-skill (2008, p1). He also mentions that learners practice

23

pronunciation within meaningful task-based activities, and pronunciation is

taught to meet L2 learners’ particular needs.

According to Morley (1994), there exists a dual-focus oral

communicative program in this approach, in which the micro level instruction

attends to linguistic competence, i.e., phonetic and phonological competence,

via practice of segmental and supra segmental, and the macro level

emphasizes the more global elements of communicability to improve

discourse, sociolinguistic, and strategic competence through using language

for communicative purposes (as cited in Lee, 2008). This approach utilizes

information and tools such as a phonetic alphabet, articulatory descriptions,

charts of the vocal apparatus, contrastive information, and other aids to

supplement listening, imitation, and production. Explicitly informs the learner

of and focuses attention on the sounds and rhythms of the target language. It

was developed to complement rather than to replace the intuitive-imitative

approach, which was typically retained as the practice phase used in tandem

with the phonetic information.

TECHNIQUES TO TEACH PRONUNCIATION

Pronunciation teaching has changed significantly, emphasizing the

accurate production of discrete sounds; they incorporated more meaningful

and communicative practice. Yoshida (2013) describes techniques to teach

pronunciation:

LISTEN AND IMITATE

Perhaps the oldest method in teaching pronunciation involves

exercises in elocution: imitation drills and read aloud. A technique used in the

24

Direct Method in which students listen to a teacher-provided model and

repeat or imitate it. This technique has been complemented by the use of tape

recorders, language labs, and video recorders. In controlled practice, students

work with new sounds in a very structured technique. Teacher provides

learner words to practice; the students just have to repeat them. Students

should be engaged in controlled practice when they begin to learn a new

sound. It gives them the chance to concentrate on reproducing the tongue

and lip movements without also having to decide what words they are going

to say or what grammatical forms they need. Repetition helps students to

build muscle memory, an increased ability to do a physical activity easily after

practicing many times. At this stage it is especially important for students to

have feedback about the accuracy of their pronunciation. They need to know

if they are doing something wrong so they can change it and they will not

keep practicing mistakes.

MINIMAL PAIRS TRAINING

In phonology minimal pairs are pairs of words or phrases in a particular

language that differ in only one phonological element, such as a phoneme

(units of sound), toneme (distinctive tone) or croneme (theoretical unit of

sound that can distinguish words by duration only of a vowel or consonant)

and have different meanings . Avery and Ehrlich states that minimal pairs are

“pairs of words that differ in meaning on the basis of a change in only one

sound” (1995, p.29). This technique introduced in the Audio- Lingual era, is

very useful because gives the support to students to discriminate the sounds

of a no native language through and spoken listening and spoken practice.

Minimal pair drills typically begin with word-level drills and then move on to

sentence-level drills. For instance, “mat” and “map” form a minimal pair in

English; they only differ only by the last consonant. In conclusion, minimal pair

25

training conserves a common goal that derives from constructs linguist theory.

Researches have established that minimal pair training can facilitate

production and accuracy. Furthermore, its effectiveness is based on the

pairing of sounds.

TONGUE TWISTER

The most commonly known and used diction exercises are tongue

twisters. These phrases or sentences are created to be challenging to say.

They usually consist of several words with the same sound or with two

sounds that are regularly confused. Many teachers use tongue twisters in

pronunciation practice, and they are valuable tools if they are used carefully.

Tongue twisters can also be used for repetition practice.

EPISTEMOLOGICAL FOUNDATION

The constructivism is a theory of learning that arises by the

contributions of: Piaget, Vygotsky, Bruner and Ausubel. All of them consider

learning as a complex construction process based on the student's prior

knowledge. This is not a new concept, it has its roots in Philosophy and it has

been applied in psychology and education. Martinez defined that “Learning is

a process of knowledge construction in which the knowledge that has already

been internalized and representations that, with them have been formed,

students play a fundamental role” (2005, p .242). Researches on

constructivism affirm that learning is an active process of constructing rather

than passively acquiring knowledge. When it is applied in education, teachers

must present real world situations that give emphasis to on realistic

approaches to solving real world problems.

26

Today, in the communicative classroom, the goal is not to learn about a

second language, but to use it to communicate in various contexts.

Communicative tasks such as dialogues, games, work in pairs and small

groups of roles and other communicative activities within the classroom have

been incorporated and even recommended. These communicative tasks

based on a context or real situation of communication have given the

communicative approach "a plausible way to achieve the communicative

competence of the students, since the tasks cause in the student a need to

communicate and create meanings, an essential condition that allows,

through an internal process, to acquire the language "(Benítez, 2007).

PSYCHOLOGICAL FOUNDATION

Jean Piaget was an epistemologist, psycholgist and Swiss biologist,

famous for his contributions to the study of childhood and his constructivist

theory of the development of intelligence. He founded there are four major

stages of development: the sensory-motor, the pre-operational, the concrete

operational and the formal operational. Inhelder and Piaget (1958) states

that:

The formal operational stage begins at approximately age twelve and

lasts into adulthood. As adolescents enter this stage, they gain the

ability to think in an abstract manner by manipulate ideas in their head,

without any dependence on concrete manipulation.

According to this theory, from the age of 12 onwards the human brain

would be potentially capable of correctly abstract cognitive functions, since all

the notions of conservation would already be rooted, there would be the

27

capacity to solve problems by hold several variables, the reversibility of

thought can already be handled simultaneously and one could thus access

deductive hypothetical reasoning. To this set of characteristics of the adult

thought Piaget called them "stage of the formal operations". The essential

characteristics of the formal operational stage are:

First, the Hypothetico-Deductive Reasoning that is a method in

which a hypothetical model based on observations is proposed and is then

tested by the deduction of consequences from the model. Consequently,

children will approach problems in a systematic and organized perspective

rather than trial and errors. They are able to identify the possible variables ad

estimate the most logical or sensible solution to a problem.

In addition, the Abstract thought which is defined by Rice as “going

beyond the real to what is possible” (1990). It is the ability to think about

objects, principles and ideas that are not physically present. It is symbolic

thinking which uses the substitution of a symbol for an object or idea. This is

characterized by adaptability, flexibility, and the use of concepts of

generalizations.

LEGAL FOUNDATION

THE ENGLISH LANGUAGE LEARNING STANDARDS

In Ecuador, The English Language Learning Standards are based on

the Common European Framework of Reference or the CEFR. It establishes

in a comprehensive method what knowledge and skill learners have to

28

develop in order to get an effective use of this language for communication.

The CEFR is elaborated taking into account skills: listening, speaking, reading

and writing. The proficiency levels set by this framework and established as

the benchmarks for Ecuador are:

Level A1 At the end of 9th year Basic General Education.

Level A2 At the end of 1st year Bachelor.

Level B1 At the end of 3rd year Bachelor.

This curriculum designed for Ecuadorian English learners is built with

monolingual and bilingual learners to generate a fondness for learning

languages developing learners´ understanding of the world and to

communicate their opinions to others through English. This educational

program aims to qualify Ecuadorian high school students for successful

involvement in a globalized democratic society. Stimulate linguistic

intelligence through language analysis guiding learners towards being able to

communicate and learn through a foreign language.

SOCIOLOGICAL FOUNDATION

Education is a social phenomenon; it is a part of social reality.

Education is a sub-system of society considering that education is involved by

social context. Thus, Education and society are terms closely related; formal

learning, informal learning or the acquisition of knowledge, skill, values,

beliefs and habits of a group of people immersed in constant social interaction

are determined and characterized by patterns of relationship between them.

Human beings are its building blocks. Hallinan states that “Sociology of

education has become a vital an expanding field with sociology and has made

a significant contribution to our understanding of the social structures and

29

process that affect students’ learning and social development” (2000, p.1).

The sociological principles on education are the process of education and the

interrelationship between education and the different areas of society.

Education shapes social processes and manipulate them. Education is

fundamental for social and human development. Plentful are the benefits of

education; overcome social prejucies along with contribute to a bigger growth.

30

CHAPTER III

METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF

RESULTS

METHODOLOGICAL DESIGN

This research has employed a mixed approach considering that there

is not a difference between two opposite things or ideas (dichotomy) between

the qualitative and the quantitative in the process of the scientific

investigation. A mixed approach is a methodology that integrates qualitative

and quantitative research. This approach to research is used when this

integration provides a better understanding of the research problem than

either each one alone.

Qualitative research collects and works with non -numerical data, is

based through the process of scientific interpretation that gathers with all the

logic of the research, which moves from that theoretical statement of the

variables analyzed, to a process of interpretation from the data obtain through

surveys, interviews and observations. This term is described Denzin and

Lincoln as “an interpretive naturalistic approach to the world. This means that

qualitative researchers study things in their natural settings, attempting to

make sense of or interpret of phenomena in terms of the meaning people

bring to them” (2005,p.3).

Quantitative research permits the author to deduce the information

data of the instruments applied, in order to tabulate the results. Bryman and

Bell stated that qualitative research is a research strategy that indicates the

relationship between theory and research and usually emphasizes on how

theories were generated. As a research strategy qualitative research is

31

inductivist, constructionist, and interpretivist, but qualitative researchers

always don't subscribe to all three of these methods.

In this project according to the classification criteria, the research is

applied because its objective is to improve pronunciation ability for which the

following methods will be analyzed empirical, theoretical, and mathematical –

statistical.

TYPES OF RESEARCH

According to gnoseological objective it is descriptive because it has an

essential objective to label observable and general characteristics of

pronunciation. It is supported essentially in empirical methods. This type of

research offers detailed descriptions of specific situation using interviews,

observations, and document reviews.

The explanatory research intends to explain the phenomena. It is

focused on an analysis of a situation or a specific problem to explain the

patterns of relationship between variables. Consequently, this research is

explanatory because it is conducted to identify nature and the causes of the

low level of good pronunciation.

According to the same criteria the research is Pro-positive because is

elaborated a booklet of activities focused on the learning of vowel sounds.

Furthermore, this research is not exploratory because the matter of

examination has been already been studied.

This research project has been based on a pedagogical with

quantitative approach due it to consists in a process which is nature is

descriptive. It has helped the author of this research project to use research

methods that include surveys and experiments.

32

POPULATION AND SAMPLE

POPULATION DEFINITION

It is a group of individual persons, objects or items from which samples

are taken for a statistical measurement. According to Tamayo “the population

is defined as the whole phenomenon to study where the population units has

a common characteristic which is studied and gives rise to research data”

(1997,p.114).

Chart #1

ITEMS UNIVERSE SAMPLE

Director

1

1

Teachers

68

1

Students

2600

33

TOTAL

2669

35

Source: Students of Francisco Huerta Rendon” school of the 8th

Elaborated by: Claudina Castillo S.

SAMPLE DEFINITION

It is a smaller, manageable version of a larger group. Samples are

used in statistical testing when population sizes are too large for the test to

include all possible members of observation. Tamayo defined sample as “the

group of individuals that are taken from the population, to study a statistical

phenomenon” (1997, p.38).

33

The population and the sample used in this research project

correspond to the students of the “Francisco Huerta Rendon”school of the 8th

year from the Zone 8, district 6, circuit 3, Province of Guayas, Canton

Guayaquil, Parroquia Tarqui, school year 2017 – 2018 with a number of three

students. It covers one hundred percent of the population.

34

OPERATIONALIZATION OF VARIABLES

VARIABLE

DIMENSION

INDICATORS

DEFINITION

INDEPENDENT

VARIABLE

DESCRIPTION

INTERNATIONAL PHONETIC ALPHABET

ADVANTAGES OF PHONETIC ON PRONUNCIATION

DEFINITION

PHONETICS

PHONOLOGY PHONOLOGY SYSTEM OF

ENGLISH

PHONETICS AND PHONOLOGY

INTERALIONSHIP BETWEEN PHONETICS AND PHONOLOGY

35

VARIABLE

DIMENSION

INDICATORS

AGE AND SOCIAL-

PSYCHOLOGICAL

EXPOSURE AND USE

FACTORSTHAT AFFECT

PRONUNCIATION

LEARNING

NATIVE LANGUAGE

BACKGROUND

PERSONALITY

DEPENDENT VARIABLE

ELEMENTS OF

PRONUNCIATION

SEGMENTAL FEATURES

SUPRASEGMENTAL

FEATURES

PRONUNCIATION

TECHNIQUES TO

LISTEN AND IMITATE

TEACH

PRONUNCIATION MINIMAL PAIRS TRAINING

(INDIVIDUAL SOUNDS)

TONGUE TWISTER

36

THEORETICAL METHODS

ANALYSIS AND SYNTHESIS: The author of this project had used this

method in order to distinguish and analyses each of the variables separately

each of the variables making a detailed and deep study of them, trying to find

the causes that affect the pronunciation in high school students.

INDUCTIVE – DEDUCTIVE METHOD: Using this method was possible

to get specifically information of the theme such as the importance of the

phonetic notation for design activities. Otherwise, it has been noted that the

application and the use this booklet in education helps to improve

pronunciation and have a better understanding of the sounds in English.

LOGICAL- HISTORICAL METHOD: In the process of this research

project the author used this method in order to connect the information of the

different phases of phonetic learning, having a chronological order. It was

necessary to disclose its history, the most important stages and the

fundamental historical connections in order to know and learn the

development and evolution of it.

EMPIRICAL METHODS

In order to get enough proofs and evidences, they were used as

instruments of investigation a survey aimed to the students, an interview to

the English teacher, an observation form; these are applicable to the students

and the teacher from eight course basic general education in the Francisco

Huerta Rendon School from the Zone 8, district 6, circuit 3, Province of

Guayas, Canton Guayaquil, Parroquia Tarqui, school year 2017 – 2018

37

EMPIRICAL TECHNIQUES

Direct observation

The author of this research applies an observation study with the goal

to collect evaluative information in which the evaluator watches the usual

environment without altering the environment

INTERVIEW

In this technique the interviewer personally meets the informants and

asks necessary questions to regarding to them regarding the subject of

inquiry. Acevedo and Lopez states that “The interview is an "oral form of

interpersonal communication, which aims to obtain information regarding a

target" (2000, p.10)

The author of this research project applied this method to the English

teacher of 8th at Francisco Huerta Rendón School in order to identify the

principal problems in English language mainly on pronunciation that affect to

the students, determining that the use of phonetics booklet with activities in

class influence significantly the pronunciation performance.

SURVEY

According to Briones the survey is: "a technique that set of resources

designed to collect, propose and analyze information given in units and

persons of a particular group.” (1995, p.51) Besides that a survey is defined

an examination of opinions, behaviors made by asking people questions.

The author of the research project applied this method, using the licker

scale counting with fifteen questions to the students of 8th year at Francisco

38

Huerta Rendon School in order to pinpointing their interest to improve the

pronunciation performance using phonetic and phonological notation.

MATHEMATICAL – STATISTICAL METHOD

-Mathematical – Statistical Analysis: Using this method, it was

possible and easier to gather statistical information witch it is detected in the

graphs and tables that the author have created consenting to highpoint the

fortes and the problems found in the specific areas.

-Chi Square: It shows connection between the variables and the

investigation.

CHI- SQUARE TEST

Casos

Válido Perdidos Total

N Porcentaje N Porcentaje N Porcentaje

A phonetic

booklet improves

the

pronunciation

* Pronunciation

is easy to learn.

33

100,0%

0

0,0%

33

100,0%

A phonetic booklet improves the pronunciation*Pronunciation is easy to learn. tabulación cruzada

Recuento

Pronunciation is easy to learn.

Totally agree Agree Indifferent Disagree

A phonetic booklet Totally agree improves the pronunciation Agree

5 0

6 6

0 7

0 1

Indifferent 0 0 0 5

Total 5 12 7 6

A phonetic booklet improves the pronunciation*Pronunciation is easy to learn.

39

TABULACIÓN CRUZADA Pronunciation is .. .

Total

Totally disagree

A phonetic booklet Totally agree improves the pronunciation Agree

0 0

11 14

Indifferent 3 8

Total 3 33

Valor

gl Sig. asintótica (2

caras)

Chi-cuadrado de Pearson 44,527a 8 ,000

Razón de verosimilitud Asociación lineal por lineal

48,809 24,765

8

1

,000

,000

N de casos válidos 33

a. 14 casillas (93,3%) han esperado un recuento menor que 5. El recuento mínimo

esperado es ,73

40

INTERVIEW TO THE DIRECTOR

1. Do you consider indispensable English language teaching?

Si, La enseñanza del Idioma Inglés es fundamental para un desarrollo

competitivo en los estudiantes actualmente.

2. What do you think about the level of English in your institution?

La pronunciación del idioma Inglés debe ser mejorada en esta

institución.

3. In your own words, why is important a self-evaluation in

teachers?

Es muy necesario porque los docentes deben reconocer sus

fortalezas como también sus debilidades con el fin de mejorar su

desarrollo profesional.

4. What is your opinion about the development of educative projects

from the Faculty of Philosophy of the University of Guayaquil in

private educative institutions?

Los proyectos educativos de la Facultad de Filosofía de la

Universidad de Guayaquil son muy beneficiosos porque encaminan al

empoderamiento tanto del docente como los estudiantes

desarrollando un proceso de enseñanza-aprendizaje significativo.

5. How do you contribute to English language learning in this

educational institution?

Colaborando y apoyando a los profesores del idioma extranjero en sus

proyectos en lo que pueda.

6. Do you believe that school facilities are appropriate for learning?

41

Realmente no. En este momento contamos con suficientes bancas

pero aún hay otras necesidades que se deben solucionar.

7. Does the institution have the adequate technology for the process

of teaching-learning?

Si existe la tecnología necesaria pero la mayoría de las computadoras

y proyectores están defectuosos.

8. Are there educational activities to promote English learning in

your institution?

Si, las actividades formativas buscan desarrollar en los estudiantes

habilidades y destrezas preparándolos para su futuro.

9. How important is implement new methods of teaching?

Los salones de clase se han incrementado no tan solo en número de

estudiantes también en diversidad es por eso que hay que

implementar modernos métodos de acuerdo a la necesidad del

estudiantado.

10. What has been the most valuable aspect of education in your

current position?

La colaboración a mis compañeros docentes en sus iniciativas, todos

en busca del mejoramiento de la educación.

42

INTERVIEW TO THE TEACHER

1- What level of pronunciation have students acquired during their

academic life until now?

Students have acquired elementary pronunciation.

2- What do you think is the most difficult skill to develop in

students?

The most difficult skill to develop in students is speaking.

3- What do you do to develop that skill?

I use a play recorder to provide listening in English class.

4- Do you want to improve the English level on pronunciation in

your students?

Yes, I do. I usually correct pronunciation and ask students to repeat in

the interest of they learn how a word sounds.

5- What material resources does the teacher use to improve and

reinforce pronunciation?

The play recorder is the tool used in class to improve pronunciation.

There is not English Laboratory.

6- Is the English didactic material delivered by the government

sufficient?

Yes, it is.

7- Do you consider that phonetics and phonology help improve the

teaching process of a second language?

43

Yes, they do. But there is not enough material to work in class and

training for teachers to know how to work these subjects with students.

8- Does your school have booklets with English phonetics exercises

for the students?

No, it does not.

9- Do you consider that technology is indispensable for English

teaching language?

Of course, technology in classrooms provides a better comprehension

of topics for students.

10- Does the institution have the adequate technology for the process

of teaching-learning English language?

No, there is not adequate technology in this institution. This school

does not count with English lab and the most of computers do not

work.

44

Universidad de Guayaquil

Facultad de filosofía, letras y ciencias de la Educación

Escuela de lenguas y lingüística

ANALYSIS OF RESULTS

SURVEY TO STUDENTS

Grade: 8th EGB

Sample: 33 students

Cross out (x) the appropriate option

Questions

To

tally

Ag

ree

Ag

ree

Ind

iffer

en

t

Dis

ag

r

ee

To

tally

Dis

ag

r

1 I like English.

2 I like English classes.

3 I feel comfortable when I speak English.

4 I like to participate in class.

5 Learning English is important for me.

6 I cannot hear the difference between some of English language sounds and my first language sounds.

7 There is not enough training or practice on pronunciation when I learn the language.

8 It is important for me have a good pronunciation.

9 I do not know where my pronunciation problems lie. I do not notice them.

10 Pronunciation is easy to learn.

11 I am motivated to learn pronunciation.

12 The implementation of a phonetic booklet will improve my pronunciation.

13 I would like to learn English sounds.

14 I would like to learn new words.

15 There are material pronunciation.

resources in class for learning

SOURCE: FRANCISCO HUERTA RENDON RESEARCHER: CLAUDINA CASTILLO

45

I like English

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

Sample: 33 students

1st. item: I like English.

ANALYSIS OF RESULTS Survey to students

TABLE#1

ALTERNATIVE FREQUENCY PERCENT

TOTALLY AGREE 22 67%

AGREE 8 24%

INDIFFERENT 0 0%

DISAGREE 2 6%

TOTALLY DISAGREE 1 3%

TOTAL 33 100%

Source: Framcisco Huerta Rendon School

Researcher: Claudina Castillo

GRAPHIC # 1

Comment:

According the survey result, It can be said that the 33 surveyed, 8 are agree and represent 24% , 22 are totally agree and it represent 67%, 0 are indifferent and represent 0%, 2 are disagree and represent 6%, 1 is totally disagree and represent 3%. This means that the most of students like English language.

46

I like English classes

AGREE

TOTALLY AGREE

INDIFFERENT

SURVEY TO STUDENTS

Sample: 33 students

2nd. Item: I like English classes.

TABLE # 2


AGREE 8 24%


INDIFFERENT 4 12%

DISAGREE 2 6%


TOTAL 33 100%


GRAPHIC #2

Comment:

According the survey result, It can be said that the 33 surveyed, 8 are agree and represent 24% , 18 are totally agree and it represent 55%, 4 are indifferent and represent 12%, 2 are disagree and represent 6%, 1 is totally disagree and represent 3%. This means that the most of students like English classes.

47

I feel comfortable when I speak English.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

SURVEY TO STUDENTS

Sample: 33 students

3rd Item: I feel comfortable when I speak English.

TABLE #3


AGREE 5 15%

TOTALLY AGREE 5 15%

INDIFFERENT 3 10%

DISAGREE 10 30%


TOTAL 33 100%

SOURCE: FRANCISCO HUERTA RENDON

RESEARCHER: CLAUDINA CASTILLO

GRAPHIC #3

Comment: According the survey result, It can be said that the 33 surveyed, 5 are agree and represent 15% , 5 are totally agree and it represent 15%, 3 are indifferent and represent 10%, 10 are disagree and represent 30%, 10 is totally disagree and represent 30%. This means that the most of students do not feel comfortable when they speak English.

48

I like to participate in class

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

SURVEY TO STUDENTS

Sample: 33 students.

4th Item: I like to participate in class. TABLE #4


AGREE 13 39%


INDIFFERENT 2 6%

DISAGREE 3 9%


TOTAL 33 100%

SOURCE: FRANCISCO HUERTA RENDON SCHOOL RESOURCER: CLAUDINA CASTILLO

GRAPHIC # 4

Comment: According the survey result, It can be said that the 33 surveyed, 13 are agree and represent 39% , 14 are totally agree and it represent 42%, 2 are indifferent and represent 6%, 3 are disagree and represent 9%, 1 is totally disagree and represent 3%. This means that the most of students like to participate in English class.

49

Learning English is important

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

SURVEY TO STUDENTS

Sample: 33 students 5th Item: Learning English is important for me.

TABLE #5


AGREE 18 55%


INDIFFERENT 2 6%

DISAGREE 0 0%

TOTALLY DISAGREE

0 0%

TOTAL 33 100%

SOURCE: FRANCISCO HUERTA RENDON SCHOOL

RESOURCER: CLAUDINA CASTILLO

GRAPHIC #5

Comment: According the survey result, It can be said that the 33 surveyed, 18 are agree and represent 55% , 13 are totally agree and it represent 39%, 2 are indifferent and represent 6%, 0 are disagree and represent 0%, 0 is totally disagree and represent 0%. This means that the most of students think that learning English is important

50

SURVEY TO STUDENTS

Sample: 33 students 6th Item: I cannot hear the difference between some of English language sounds and my first language sounds.

TABLE #6


AGREE 14 42%


INDIFFERENT 4 13%

DISAGREE 1 3%


TOTAL 33 100%



GRAPHIC #6

Comments:

According the survey result, It can be said that the 33 surveyed, 14 are agree and represent 42% , 13 are totally agree and it represent 39%, 4 are indifferent and represent 13%, 1is disagree and represent 3%, 1 is totally disagree and represent 3%. This means that the most of students cannot hear the difference between some of English language sounds and first language sounds.

I cannot hear the difference between some of English language sounds and my first

language sounds

AGREE

TOTALLY AGREE

INDIFFERENT.

DISAGREE

51

SURVEY TO STUDENTS

Sample: 33 students 7th Item: There is not enough practice on pronunciation when I learn English.

TABLE #7


AGREE 18 55%

TOTALLY AGREE 9 27%

INDIFFERENT 4 12%

DISAGREE 1 3%


TOTAL 33 100%



GRAPHIC #7

Comments: According the survey result, It can be said that the 33 surveyed, 18 are agree and represent 55% , 9 are totally agree and it represent 27%, 4 are indifferent and represent 12%, 1 is disagree and represent 3%, 1 is totally disagree and represent 3%. This means that students do not have enough practice on pronunciation when they learn the language

There is not enough practice on pronunciation when I learn the

language. AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

52

Is important to have a good pronunciation

AGREE

TOTALLY AGREE

.

SURVEY TO STUDENTS

Sample: 33students

8th Item: It is important to have a good pronunciation.

TABLE # 8


AGREE 13 34%


INDIFFERENT 1 3%

DISAGREE 3 8%


TOTAL 33 100%


GRAPHIC #8

Comment: According the survey result, It can be said that the 33 surveyed, 13 are agree and represent 34% , 13 are totally agree and it represent 34%, 1 is indifferent and represent 3%, 3 are disagree and represent 8%, 8 are totally disagree and represent 21%. This means that students think it is important to have a good pronunciation.

53

SURVEY TO STUDENTS Sample: 33 students

9th Item: I do not know where my pronunciation problems lie. I do not notice them.

TABLE #9


AGREE 14 44%

TOTALLY AGREE

INDIFFERENT

8 25%

8 25%

DISAGREE

TOTALLY DISAGREE

1 3%

1 3%

TOTAL 33 100


GRAPHIC #9

Comment: According the survey result, It can be said that the 33 surveyed, 14 are agree and represent 44% , 8 are totally agree and it represent 25%, 8 are indifferent and represent 25%, 1 is disagree and represent 3%, 1 is totally disagree and represent 3%. This means that students do not notice where pronunciation problem lies.

I do not notice where my pronunciation problem lies. I do not notice them.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

54

SURVEY TO STUDENTS

Sample: 33 students 10th Item: Pronunciation is easy to learn.

TABLE #10


AGREE 12 37%

TOTALLY AGREE 5 15%

INDIFFERENT 7 21%

DISAGREE 6 18%


TOTAL 33 100%


GRAPHIC #10

Comments: According the survey result, It can be said that the 33 surveyed, 12 are agree and represent 37% , 5 are totally agree and it represent 15%, 7 are indifferent and represent 21%, 6 are disagree and represent 18%, 3 are totally disagree and represent 9%. This means that students think pronunciation is easy to learn.

Pronunciation is easy to learn.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

55

SURVEY TO STUDENTS

Sample: 33 students 11st Item: I am motivated to learn pronunciation.

TABLE # 11


AGREE 17 54%

TOTALLY AGREE 9 28%

INDIFFERENT 3 9%

DISAGREE 1 3%


TOTAL 33 100%



GRAPHIC #11

Comment: According the survey result, It can be said that the 33 surveyed, 17 are agree and represent 54% , 9 are totally agree and it represent 28%, 3 are indifferent and represent 9%, 1 is disagree and represent 3%, 2 are totally disagree and represent 6%. This means that the most of students are motivated to learn pronunciation.

I am motivated to learn pronunciation.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

56

SURVEY TO STUDENTS

Sample: 33 students 12nd Item: The implementation of a phonetic booklet will improve my pronunciation.

TABLA #12


AGREE 14 43%

TOTALLY AGREE

INDIFFERENT

11 33%

8 24%

DISAGREE

TOTALLY DISAGREE

0 0%

0 0%

TOTAL 33 100% SOURCE: FRANCISCO HUERTA RENDON SCHOOL RESOURCER: CLAUDINA CASTILLO

GRAPHIC #12

Comment: According the survey result, It can be said that the 33 surveyed, 14 are agree and represent 43% , 11 are totally agree and it represent 33%, 8 are indifferent and represent 24%, 0 are disagree and represent 0%, 0 are totally disagree and represent 0%. This means that students think that the implementation of a phonetic booklet will improve their pronunciation.

The implementation of a phonetic booklet will improve my pronunciation.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

57

SURVEY TO STUDENTS

Sample: 33 students 13rd Item: I would like to learn English sounds.

TABLE #13


AGREE 15 46%


INDIFFERENT 3 9%

DISAGREE 2 6%


TOTAL 33 100%


GRAPHIC #13

Comment:

According the survey result, It can be said that the 33 surveyed, 15 are agree and represent 46% ,12 are totally agree and it represent 36%, 3 are

indifferent and represent 9%, 2 are disagree and represent 6%, 1 is totally disagree and represent 3%. This means that students would like to learn new sounds.

I would like to learn new sounds.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

58

SURVEY TO STUDENTS

Sample: 33 Students

14th Item: I would like to learn new words.

TABLE # 14


AGREE 16 49%


INDIFFERENT 5 15%

DISAGREE 1 3%


TOTAL 33 100%



GRAPHIC #14

Comment: According the survey result, It can be said that the 33 surveyed, 16 are agree and represent 49% , 10 are totally agree and it represent 30%, 5 are indifferent and represent 15%, 1 is disagree and represent 3%, 1 is totally disagree and represent 3%. This means that students would like learn new words.

I would like to learn new words.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

59

SURVEY TO STUDENTS

Sample: 33 students 15th Item: There are didactic resources in class for learning pronunciation.

TABLE# 15


AGREE 13 40%


INDIFFERENT 7 21%

DISAGREE 2 6%


TOTAL 33 100%



GRAPHIC # 15

Comment:

According the survey result, It can be said that the 33 surveyed, 13 are agree and represent 40% , 10 are totally agree and it represent 30%, 7 are indifferent and represent 21% ,2 are disagree and represent 6%, 1 is totally disagree and represent 3%. This means that students think that there are not didactic materials in class for learning pronunciation.

There are didactic material in class for learning pronunciation.

AGREE

TOTALLY AGREE

INDIFFERENT

DISAGREE

TOTALLY DISAGREE

60

CONCLUSION AND RECOMMENDATION

CONCLUSIONS:

a) The educational institution does not count with adequate didactic

material to learn English pronunciation in class.

b) There is not continuation on working English pronunciation in order to

improve students’ performance.

c) A close observation of students show that factors such as interference

of first language and unknown sounds in English language are barriers

to achieve a good level of pronunciation.

d) Mispronunciation is a common cause as result of the low level

knowledge of phonetic and phonology in students.

e) Students are interested in learning new sounds and new words but

they do not have the necessarily technology.

RECOMMENDATIONS:

a) English must be taught as an International language. Thus,

phonetics and phonology must be included in the

educational curricular for provide powerful tools to students for

achieve a good comprehension on English sounds system.

b) The Language teaching method and the role of the teacher must

not be focused on grammar classes. One of the most important

skill in any language is speaking and it is a tool of communication.

61

For this reason, Pronunciation must be established in a

communicative context in class. Teacher needs to teach English

sounds to help students accomplish a good proficiency in

pronunciation.

c) The educational institution should integrated technology in

classrooms. By using technology in English classes, the teacher

and students can develop a successful achievement.

d) Carry out this project with the help of the teacher and implement

better strategies using this educational booklet based on phonetic

exercises to develop their pronunciation.

62

CHAPTER IV

THE PROPOSAL

TITLE

Design of a booklet based on phonetics exercises to improve English

pronunciation

JUSTIFICATION

Through the observation of students of 8th grade from “Francisco

Huerta Rendón” school, it was distinguished that students have poor English

pronunciation. This incidence is a worrying situation because it makes the

effective communication a difficult process. Factors were noticed as the

origin are: First, English lessons based on teaching grammar. Second,

students are not interesting in correct this issue. Finally, the influence of the

mother tongue on English is evident and this it manifests in the incorrect

pronunciation.

As a result, it is necessary to design a didactic material of phonetic and

phonology activities. A booklet based on pronunciation exercises designed to

help elementary students level will improve their English pronunciation. This

material is focused on vowels and their sounds in English since it is in 8th

grade that they get the basics of the language. Additionally, this proposal

provides vocabulary in each lesson increasing the knowledge of students.

The role of the teacher will be essential as he becomes the guide in this type

of explicit pronunciation tasks. Therefore, this proposal is justified because

with the application of this material students will be motivated to learn a new

language, make meaningful positive changes in their communicative

competences. The social effect will be as an educational initiative that

supports the process of learning English in classrooms.

63

OBJECTIVES

GENERAL OBJECTIVE

To improve pronunciation through an educational booklet applying the

phonetic sounds.

SPECIFIC OBJECTIVES

To develop awareness in students’ knowledge of pronunciation.

To identify the sounds of vowel in English language.

To infer the sounds of the vowels of English language by pronunciation

exercises

THEORETICAL ASPECTS

PEDAGOGYCAL FOUNDATION

The main purpose of teaching any language is communication. Thus, using

language to communicate should be relevant in classrooms. The

Communicative Language Teaching goal is to enable students to

communicate in the target language. It is based on the theory that the primary

goal is for learners to develop communicative competences (Hymes 1971).

The CLT approach establishes that learning language successfully derives

through having to communicate real meaning. If the activities in class involve

real communication, learning will be more natural and meaningful.

Wesche and Skehan (2002) conclude the CLT methodology as:

Activities that require frequent interaction among learners or with other

interlocutors to exchange information and solve problems.

64

Use of authentic (non-pedagogic) text and communication activities

linked to ”real- world” contexts, often emphasizing links across written

and spoken modes and channels.

Approaches that are learners centered in that they take into account

learners’ background, language needs, and goals and generally allow

learners some creativity and role in instructional decisions (p. 208).

PRINCIPLES OF COMMUNICATIVE LANGUAGE TEACHING AND TASK

BASED INSTRUCTION

Doughty and Long (2003) define the following methodological

principles:

1. USE TASKS AS AN ORGANIZATIONAL PRINCIPLE: The

CLT has changed the traditional methodology. The

communicative skills have been developed and placed at the

lead. The matter is how to organize the syllabus? Some authors

as Nunan (1989) suggest using tasks as central units that form

the basis of daily and long- term lesson plans. He makes

specific reference to the classroom environment and points out

the task-based learning should engage student in a variety of

tasks to promote acquisition.

2. PROMOTE LEARNING BY DOING: This principle is not new to

communicative language teaching methodologies, but many

educators has recognized and promoted this theory as

fundamental through history. Doughty and Long (2003) state

“new knowledge is better integrated into long-term memory and

easier retrieved, if tied to real-world events and activities” (p.

65

58). Only ”learning by doing” learners will try new rules and

modify them. Opportunities should have a wide range of

context. This approach allows students have experiential and

co-operative learning.

3. INPUT NEEDS TO BE RICH

Input refers to every piece of information students receive in the

target language through listening to someone speaking the

language, listen to the radio, watching a movie or reading a

book or newspaper. Doughty and Long (2003) establish that rich

input requires “realistic samples of discourse use surrounding

native speaker and non -native speaker accomplishments of

targeted tasks”(p.61).

Materials need to be authentic to reflect real-life

situations and demands. A strategy promoted by CLT is

the integration of authentic materials in the curriculum.

Kilickaya (2004) defines authentic material as “exposure

to real language and use in its own community” This

material must contain appropriate content and relevant

background of knowledge.

A rich exposure to target language allows learners

store language in their brain. Teachers need to

maximize the use of target language. There are a

number of reasons why teachers should use target

language in classrooms. The maximum exposure

hypothesis (Cummins, 1996) assumes that if children

come to school lacking proficiency in English, they

66

require maximum exposure to English in school in order

to learn it.

PSICOLOGICAL FOUNDATION

The Affective Filter Factor is a Krashen’s theory of second language

acquisition that refers to non-linguistic variables such as motivation, self-

confidence and anxiety. It explains the role of affective or emotional factors in

the process of acquisition of a language; as well as, teachers of second

language must strategically organize their lessons and the environment in

classroom in order to low stress and anxiety in learners.

Students feel pronunciation as the hardest part of learning a new

language, specially for students who do not have choice that study English.

As a result, students get nervous, desmotivated and explore some anxiety

effects. Consequently, teachers should apply motivational strategies witch

can be utilized to motivate students to learn English, one of these strategies

is to use relevant and interesting material to help them to increase the

learners’ linguistic self-confidence. To sum up, Krashen maintaints that

humans have an innate ability to learn language (Krashen,1982).

SOCIOLOGICAL FOUNDATION

Bandura maintains that “most human behaviour is learned

observationally through modelling: from observing others one forms an idea

of how new behaviours are performed, and on later occasions this coded

information serves as a guide for action” (2007,p.69) . According to Bandura

people learn from another one trough observation, imitation and modeling.

Observational learning the nature of children to learn behaviors by watching

the behavior of the people around them and eventually imitating them.

67

Bandura determined 3 basic models of observational learning, which

include:

a) A Live Model, which includes an actual personperforming a behavior.

b) A Verbal Instructional Model, which involves telling of details and

descriptions of a behavior.

c) A Symbolic Model, which includes either a real or fictional character

demonstrating the behavior via movies, books, television, radio, online

media and other media sources.

LEGAL FOUNDATION

The Political Constitution of Ecuador in the Article 27 mentions:

“ Education will focus on the human being and guarantee its holistic

development, within the framework of respect for human rights, the

sustainable environment and democracy; Will be participatory,

obligatory, intercultural, democratic, inclusive and diverse, of quality

and warmth, will promote gender equity, justice, solidarity and peace;

Stimulate critical thinking, art and physical culture, individual and

community initiative, and the development of skills and abilities to

create and work.”

Interlingual and intercultural processes play a very important role in the

teaching and learning of a foreign language. The task as a student involves

much more than the teaching of content, so teachers have the responsibility

to incorporate in their practice, integrative teaching strategies. The teaching

methods proposed by the communicative approach respond to the academic,

social and motivational needs of the students by allowing them an

educational space in which students develop with greater skill the four

functions of the language (Listening, speaking, reading And writing, this

68

approach also gives much importance to the experiences brought by the

students, as well as daily and academic this allows all the knowledge

acquired by students to merge in an integral and more valid.

FEASSIBILITY:

This proposal counts with Human Resources, Financial, and Technical

feasibilities that will be described in the following paragraphs:

Human Resources: This proposal is possible due to the support of the

educative authority, teachers and the family community.

Financial: This proposal has the financial feasibility of the author of this

educative work because the design of the present booklet not require an

oversized economic and that is why this proposal is economically justified.

Technical: The present proposal counts with the technology requirements

needed in excellent condition.

DESCRIPTION

Students need to learn pronunciation, there is not a clear idea how to

do that. This booklet is a guideline to integrate pronunciation into classroom

in a simple and enjoyable way for students. Pronunciation as a part of oral

communication should be included in speaking or listening lessons.

The proposal presented here consists of 6 units each one of them will

be worked during the present school year. The first three units contains the

long vowel sounds and the last three units the short vowel sounds and their

objective is to help the 8th grade students with the learning of sounds of the

vowels in English language.

69

These activities are aimed at students of the Francisco Huerta Rendón

School and its purpose is to assist the student to achieve the objectives

established in this research. The exercises must be carried out individually

for the best consolidation of knowledge.

This booklet shows the following characteristics:

The Phonetic symbol of English vowels to show the physical

illustration of the sound at the top of each lesson to denote

pronunciation of English vowels. The role of the teacher is to model

sounds and encourage students to imitate them.

Example words to represent the sound that corresponds to English

vowel system guiding students to pronounce English vowels correctly.

Practice exercises of long and short vowel sounds such as:

completing sentences, drawing, circle and tongue twister.

CONCLUSION

Teaching English pronunciation in 8th course of Basic Education must

involve aspects such as phonetics and phonology like a solution for

pronunciation problems. Language learning strategies can help students to

improve their language competence. A comprehensible pronunciation may

make the communication easier, more comfortable and more valuable.

Gilbert stated that Pronunciation has been something of an orphan in

English programs around the world. Why has pronunciation been a poor

relation? He thinks it is because has been drilled to death, with too few results

from too much effort (1994, p. 38). Pronunciation is not just a cognitive

70

“knowing that”, it is also a physical “knowing how” therefore, this proposal

present the vowel sounds through comprehensible activities adapted to

students’ need to guide them in a different approach to learn how sounds are

produced.

71

REFERENCES

Ashby, M. (n.d.). Roach, P.J. `Phonetics in pronunciation teaching', Audio-

Visual Language Journal, 10.1, pp. 34-40. (1971). Retrieved from

https://www.llas.ac.uk/resources/gpg/408.html

Baker , C. (2006). FOUNDATIONS OF BILINGUAL EDUCATION AND

BILINGUALISM. Clevedond: Multilingual matters LTD.

BENÍTEZ MENÉNDEZ, O. (2007). Las tareas comunicativas en el

aprendizaje de lenguas extranjeras: una alternativa para el desarrollo de

habilidades comunicativas. Revista Ibero-Americano de Educación, 42.

http://www.rieoei.org/experiencias150.htm.

Briones , G. (1995). Metodología de la investigación cuantitativa en ciencias

sociales. Bogotá: INSTITUTO COLOMBIANO PARA EL FOMENTO

DE LA EDUCACION SUPERIOR, ICFES.

Brinton, D. M., Goodwin, J. M., & Celce Murcia , M. (2010). Teaching

Pronunciation: A course book and reference guide (2nd ed).

Cambridge: Cambridge University Press.

Celce Murcia, M. (2001). Language teaching approaches: An overview.

Boston: Celce-Murcia.


http://www.rieoei.org/experiencias150.htm

72

Chomsky , N., & Morris , H. (1991). The sound pattern of English. London:

The Mit Press.

Conti , G. (n.d.). THE Language Gym. Retrieved from

https://gianfrancoconti.wordpress.com/

Crystal, David. 1985.A dictionary of linguistics and phonetics. 2nd edition.

New York: Basil Blackwell.

Derwing, & Munro. (2005).

Doughty , C. J., & Long, M. H. (2003). The Handbook of Second Language

Acquisition. Oxford: Blackwell Publishing Ltd.

Flores, C. (2001). Pronunciation and language learning: An integrative

approach . IRAL.

Gilbert, J. B. (2010). Pronunciation as an orphan. Retrieved from

http://www.cambridge.org/other_files/downloads/esl/clearspeech/orpha

n.pdf

Hallinan, M. T. (2000). Handbook of the Sociology of Education . New York:

Publisher Springer.

http://www.cambridge.org/other_files/downloads/esl/clearspeech/orphan.pdf

http://www.cambridge.org/other_files/downloads/esl/clearspeech/orphan.pdf

73

Hamer, J. (2001). THE PRACTICE OF ENGLISH LANGUAGE TEACHING.

GESSEX: LONGMAN.

Harmer. (2001). The Practice of English Teaching . New York : Longman.

Hismanoglu, M. (2006). CURRENT PERSPECTIVE ON PRONUNCIATION

LEARNING AND TEACHING. JOURNAL OF LANGUAGE AND

LINGUISTIC STUDIES.

Hismanoglu, M., & Hismanoglu, S. (2010). Language teachers’ preferences of

pronunciation teaching techniques: Traditional or modern. Procedia.

IPA. (1999). Handbook of the InternationalPhonetic Association . Cambridge:

Cambridge University Press.

Kelly, G. (1969). 25 centuries of language teaching . Rowley: Newbury

House.

Kelly, G. (2000). How to teach Pronunciation. Malaysia: Pearson Education

Limited.

Kilickaya, F. (2004, julio). Authentic materials and cultural content in EFL

classrooms. Retrieved from http://iteslj.org/Techniques/Kilickaya-

AutenticMaterial.html

Koet. (1990). of Edagogic transcription and the acquisition of the

pronunciation of English. Amsterdan: The Netherlands.

Krashen. (1973).

Lane, L. (2012). TIPS FOR TEACHING PRONUNCIATION. H. DOUGLAS

BROWN.

Lee, S. T. (2008). Teaching pronunciation of English using computer assisted

learning software. Taiwan.

http://iteslj.org/Techniques/Kilickaya-

74


learning software: An action research study in an institute of. Taiwan.

MANNELL, R. (2008). PHONEME AND ALLOPHONE INTRODUCTION.

Retrieved from DEPARTMENT OF LINGUISTICS:

http://clas.mq.edu.au/speech/phonetics/phonology/phoneme/

Martin, K. E. (2013). Goals and Priorities for English Pronunciation

Instruction. Austin.

McMahon, A. (2002). AN INTRODUCTION TO ENGLISH PHONOLOGY .

Edinburgh: Edinburgh University Press.

Mehler. (1996).

Mompean, J. A. (2015). PHONETIC NOTATION IN FOREIGN LANGUAGE

TEACHING AND LEARNING: POTENTIAL ADVANTAGES AND

LEARNERS’ VIEWS. Murcia.

Mourley , J 1994 . Pronunciation pedagogy and theory. New views, new

directions . Alexandria, VA: TESOL

Piaget, J. (1958). The growth of logical thinking from childhood to

adolescence. AMC, 10, 12.

Pourhosein Gilakjani, A. (2016, November 18). International Journal of

Research in English Education. Retrieved from

https://ijreeonline.com/article-1-21-en.pdf

Przedlacka, J., Maidment, J., & Ashby, M. (2013). Proceedings of the

Phonetics Teaching and Learning Conference. London: Chandler

House.

Rice, G. H. (1990). Personality types and bussiness success of small

retailers. Blackwell Publishing Ltd.



75

Richards , J. C., & Rogers, T. S. (2001). Approaches and methods in

language teaching. (2nd ed.). Cambridge: Cambridge University Press.

Saville Troike, M. (2006). INTRODUCING SECOND LANGUAGE

ACQUISITION. ARIZONA: CAMBRDGE UNIVERSITY PRESS.

Tamayo y Tamayo (2003). El proceso de investigación científica. México:

Editorial Limusa

Taylor , D. S. (1990). The place of phonetics, phonology and transcription in

language teaching. Hong Kong : Bickley.

Widdison, Kirk A. 1996. Physical constraints on sibilant-voicing patterns in

Spanish phonology. Proceedings of the 1995 Desert Language and

Linguistics Symposium, ed. by Jeffrey Turley, 37-42. Provo, Utah: BYU

Linguistics Department.

Yates,L. 2002. "Fact sheet - what is pronunciation". Macquarie University:

AMEP Research Centre

Yoshida, H. and Smith, L. B. (2003), Correlation, concepts and cross-linguistic

differences. Developmental Science, 6: 30–34. doi:10.1111/1467-7687.00249

.

http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf

76

BIBLIOGRPHY

ANDERSON, S. R. (1985). PHONOLOGY IN THE TWENTIETH CENTURY.

LONDON

Ashby, M. (n.d.). Roach, P.J. `Phonetics in pronunciation teaching', Audio-

Visual Language Journal, 10.1, pp. 34-40. (1971). Retrieved from


Baker , C. (2006). FOUNDATIONS OF BILINGUAL EDUCATION AND

BILINGUALISM. Clevedond: Multilingual matters LTD.

BENÍTEZ MENÉNDEZ, O. (2007). Las tareas comunicativas en el

aprendizaje de lenguas extranjeras: una alternativa para el desarrollo de

habilidades comunicativas. Revista Ibero-Americano de Educación, 42.


Brinton, D. M., Goodwin, J. M., & Celce Murcia , M. (2010). Teaching

Pronunciation: A course book and reference guide (2nd ed).

Cambridge: Cambridge University Press.

Celce Murcia, M. (2001). Language teaching approaches: An overview.

Boston: Celce-Murcia.

Conti , G. (n.d.). THE Language Gym. Retrieved from

https://gianfrancoconti.wordpress.com/

Crystal, David. 1985.A dictionary of linguistics and phonetics. 2nd edition.

New York: Basil Blackwell.

Derwing, & Munro. (2005).

http://www.llas.ac.uk/resources/gpg/408.html


77

Flores, C. (2001). Pronunciation and language learning: An integrative

approach . IRAL.

Gilbert, J. B. (2010). Pronunciation as an orphan. Retrieved from


n.pdf

Hamer, J. (2001). THE PRACTICE OF ENGLISH LANGUAGE TEACHING.

ESSEX: LONGMAN.

Harmer. (2001). The Practice of English Teaching . New York : Longman.

Hismanoglu, M. (2006). CURRENT PERSPECTIVE ON PRONUNCIATION

LEARNING AND TEACHING. JOURNAL OF LANGUAGE AND

LINGUISTIC STUDIES.

Hismanoglu, M., & Hismanoglu, S. (2010). Language teachers’ preferences of

pronunciation teaching techniques: Traditional or modern. Procedia.

IPA. (1999). Handbook of the InternationalPhonetic Association . Cambridge:

Cambridge University Press.

Kelly, G. (1969). 25 centuries of language teaching . Rowley: Newbury

House.

Kelly, G. (2000). How to teach Pronunciation. Malaysia: Pearson Education

Limited.

Koet. (1990). of Edagogic transcription and the acquisition of the

pronunciation of English. Amsterdan: The Netherlands.

KRASHEN, S. (1985). The input hypothesis: Issues and implications. London: Longman. LYON, G. (1999). Language and perceptual experience. Philosophy, 74(290), 515-534.


78

Lane, L. (2012). TIPS FOR TEACHING PRONUNCIATION. H. DOUGLAS

BROWN.


learning software. Taiwan.


learning software: An action research study in an institute of. Taiwan.

MANNELL, R. (2008). PHONEME AND ALLOPHONE INTRODUCTION.

Retrieved from DEPARTMENT OF LINGUISTICS:


Martin, K. E. (2013). Goals and Priorities for English Pronunciation

Instruction. Austin.

McMahon, A. (2002). AN INTRODUCTION TO ENGLISH PHONOLOGY .

Edinburgh: Edinburgh University Press.

Mehler. (1996).

Mompean, J. A. (2015). PHONETIC NOTATION IN FOREIGN LANGUAGE

TEACHING AND LEARNING: POTENTIAL ADVANTAGES AND

LEARNERS’ VIEWS. Murcia.

NUNAN, D. (1989). Designing tasks for the communicative

classrooms. Cambridge: Cambridge University Press.

Pourhosein Gilakjani, A. (2016, November 18). International Journal of

Research in English Education. Retrieved from


Richards , J. C., & Rogers, T. S. (2001). Approaches and methods in

language teaching. (2nd ed.). Cambridge: Cambridge University Press.


79

Roach, P. (2009). English Phonetics and Phonology . Cambridge: Cambridge

Universal Press.

Saville Troike, M. (2006). INTRODUCING SECOND LANGUAGE

ACQUISITION. ARIZONA: CAMBRDGE UNIVERSITY PRESS.

Taylor , D. S. (1990). The place of phonetics, phonology and transcription in

language teaching. Hong Kong : Bickley.

Widdison, Kirk A. 1996. Physical constraints on sibilant-voicing patterns in

Spanish phonology. Proceedings of the 1995 Desert Language and

Linguistics Symposium, ed. by Jeffrey Turley, 37-42. Provo, Utah: BYU

Linguistics Department.

http://americanpronunciationcoach.com/5-principles-pronunciation/

https://sites.google.com/a/xtec.cat/clil-principles/pronunciation

https://pdfs.semanticscholar.org/9d2b/46360fc0fa1e9c83d2062f86e9dfd0522

5fc.pdf

https://repository.library.georgetown.edu/bitstream/handle/10822/557711/Kiss

ling_georgetown_0076D_11567.pdf?sequence=1

http://iew.com/sites/default/files/paperbasedcourse/fileattachment/PAL-

RG_Sample.pdf

https://www.jstor.org/stable/20196896?seq=1#page_scan_tab_contents

http://americanpronunciationcoach.com/5-principles-pronunciation/

https://sites.google.com/a/xtec.cat/clil-principles/pronunciation

https://pdfs.semanticscholar.org/9d2b/46360fc0fa1e9c83d2062f86e9dfd05225fc.pdf

https://pdfs.semanticscholar.org/9d2b/46360fc0fa1e9c83d2062f86e9dfd05225fc.pdf

https://repository.library.georgetown.edu/bitstream/handle/10822/557711/Kissling_georgetown_0076D_11567.pdf?sequence=1

https://repository.library.georgetown.edu/bitstream/handle/10822/557711/Kissling_georgetown_0076D_11567.pdf?sequence=1

http://iew.com/sites/default/files/paperbasedcourse/fileattachment/PAL-RG_Sample.pdf

http://iew.com/sites/default/files/paperbasedcourse/fileattachment/PAL-RG_Sample.pdf

https://www.jstor.org/stable/20196896?seq=1&page_scan_tab_contents

80

http://www.oxfordbibliographies.com/view/document/obo-

9780199772810/obo-9780199772810-0082.xml

https://www.teachingenglish.org.uk/article/phonetics

http://youreng.narod.ru/teorph.html

http://www.oxfordbibliographies.com/view/document/obo-9780199772810/obo-9780199772810-0082.xml

http://www.oxfordbibliographies.com/view/document/obo-9780199772810/obo-9780199772810-0082.xml

https://www.teachingenglish.org.uk/article/phonetics

http://youreng.narod.ru/teorph.html

81

APPENDIX I

82

83

84

85

APPENDIX II

86

URKUM

87

UNIVERSIDAD DE GUAYAQUIL FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

CARRERA: LENGUAS Y LINGÜÍSTICA CERTIFICADO PORCENTAJE DE SIMILITUD

Habiendo sido nombrado MSc. Galo Donoso Noboa, tutor del trabajo de titulación certifico que el presente trabajo de titulación, ha sido elaborado por Claudina del Carmen Castillo Sornoza C.I.: 0923650592 con mi respectiva supervisión como requerimiento parcial de la obtención del título de Licenciado en lenguas y lingüística.

Se informa que el trabajo de titulación:

TOPIC:

HOW PHONETICS INFLUENCE IN THE IMPROVEMENT OF PRONUNCIATION.

PROPOSAL:

DESIGN AND IMPLEMENT A BOOKLET WITH VARIED PHONETICS EXERCISES

Ha sido orientado durante todo el periodo de ejecución en el programa Anti plagio URKUM quedando el 4% de coincidencia.

88

APPENDIX III

89

PHOTOS

WITH THE STUDENTS IN THE CLASSROOM

90

INTERVIEW WITH THE ENGLISH TEACHER

CHECKING THE THESIS PROCESS WITH MSc. GALO DONOSO.

91

SURVEYS AND

INTERVEWS

92






La pronunciación del idioma Inglés debe ser mejorada en esta institución.


teachers?













Colaborando y apoyando a los profesores del idioma extranjero en sus





93






your institution?







estudiantado.


current position?



94






students?





your students?








sufficient?

Yes, it is.



95




for the students?

No, it does not.


teaching language?







work.

96

Universidad de Guayaquil

Facultad de filosofía, letras y ciencias de la Educación

Escuela de lenguas y lingüística

SURVEY TO STUDENTS

Grade: 8th EGB Sample: 33 students Cross out (x) the appropriate option

Questions

To

tally

Ag

ree

Ag

ree

Ind

iffer

en

t

Dis

ag

r

ee

To

tally

Dis

ag

r

1 I like English.

2 I like English classes.

3 I feel comfortable when I speak English.

4 I like to participate in class.

5 Learning English is important for me.

6 I cannot hear the difference between some of English language sounds and my first language sounds.

7 There is not enough training or practice on pronunciation when I learn the language.

8 It is important for me have a good pronunciation.

9 I do not know where my pronunciation problems lie. I do not notice them.

10 Pronunciation is easy to learn.

11 I am motivated to learn pronunciation.

12 The implementation of a phonetic booklet will improve my pronunciation.

13 I would like to learn English sounds.

14 I would like to learn new words.

15 There are material pronunciation.

resources in class for learning


97






La pronunciación del idioma Inglés debe ser mejorada en esta

institución.


teachers?













Colaborando y apoyando a los profesores del idioma etranjero en sus



98








your institution?







estudiantado.


current position?



99






students?





your students?








sufficient?

Yes, it is.



100




for the students?

No, it does not.


teaching language?







work.

APPENDIX

IV

FACULTAD DE FILOSOFIA, LETRAS Y CIENCIAS DE LA EDUCACION

PRONUNCIATION TASK

BOOKLET BASED ON PHONETIC EXERCISES

Castillo Sornoza Claudina

2017

1

TABLE OF CONTENT

UNIT 1 ........................................................................................................................... 3

MAKING VOWEL SOUNDS ........................................................................................ 3

ENGLISH LONG VOWEL SOUNDS CHART ............................................................... 4

FOUR WAYS TO FORM VOWEL SOUNDS ................................................................. 4

LONG VOWEL SOUNDS ............................................................................................ 5

UNIT 2 ........................................................................................................................... 6

LONG VOWEL A (a, ai, ay) ........................................................................................ 6

LONG “A” GROUPS ................................................................................................... 7

LONG VOWEL e (ee, ea, ey, e) ................................................................................. 8

LONG “E” GROUPS ................................................................................................... 8

LONG VOWEL I ( i, ie) ................................................................................................ 9

LONG “I” GROUPS ............................................................................................. 11

UNIT 3 ........................................................................................................................ 11

LONG VOWEL o (o, oe, oa) .................................................................................... 12

LONG “O” GROUPS ................................................................................................ 13

LONG VOWEL u (u, ue, ui) ..................................................................................... 14

LONG “U” GROUPS ................................................................................................ 15

UNIT 4 ........................................................................................................................ 16

ENGLISH SHORT VOWEL SOUNDS CHART.......................................................... 16

SHORT VOWEL SOUNDS ....................................................................................... 17

SHORT VOWlEL”A” ................................................................................................. 18

FIND THE SHORT A ............................................................................................ 19

UNIT 5 ........................................................................................................................ 21

SHORT VOWEL “E” ................................................................................................. 21

FIND THE SHORT E! ........................................................................................... 22

SHORT VOWEL “I” .................................................................................................. 24

FIND THE SHORT I! ............................................................................................ 25

2

UNIT 6 ........................................................................................................................ 27

SHORT VOWEL “O” .................................................................................................... 27

FIND THE SHORT O ........................................................................................... 28

SHORT VOWEL “U” ............................................................................................... 30

FIND THE SHORT U!........................................................................................... 31

3

UNIT 1

MAKING VOWEL SOUNDS

1. LENGTH :The colon (:) following the phonemic symbol signals that the vowel is long.

2. TONGUE POSITION

Horizontal: How far forward or back. Vertical: How high or low in mouth.

FORWARD BACK

/i:/ (as in see) /u:/ (as in blue)

/i:/ /u:/

/e/ (as in pen)

/ɔ:/ (as in four)

/e/

/ɔ:/

/æ/ (as in man)

/ɒ/ (as in hot)

/æ/ /ɒ/

HIGH LOW

/i:/ (as in see)

/æ/ (as in man )

/i:/

/æ/

/ɪ/ (as in bin)

/ʌ/ (as in fun )

/ ɪ / / ʌ /

/u:/ (as in blue)

/ɒ/ (as in hot)

/u:/ /ɒ/

3. LIP SHAPE

SPREAD LIPS ROUNDED LIPS

/i:/ (as in see)

/u:/ (as in blue )

/i:/

/ u: /

/e/ (as in pen)

/ʌ/ (as in four )

/ e / / ɔ: /

/i:/ (as in see)

/ɒ/ (as in hot)

/i:/ /ɒ/

/e/ (as in pen)

/u:/ (as in look)

/e:/ /u:/

4

ENGLISH LONG VOWEL SOUNDS CHART

FOUR WAYS TO FORM VOWEL SOUNDS

1. A vowel at the end of a syllable can be long.

HERO HI

2. Silent E can make the previous vowel long.

TAPE SHINE CODE

3. Vowel teams can make long vowel sounds.

MAIL SHEEP SOAP

4. I or O can be long when they come before two consonants.

KIND GOLD CHILD

5

LONG VOWEL SOUNDS

Long vowels sound like the names of the letters that represent them.

Long “a” cake Long “e” keep

Long “i” bike Long “o” home Long “u” cute

In English, long vowel sounds are usually the easiest vowel sounds to learn.

VOWEL CHEER

Give me an "A"

Give me an "E"

Give me an "I"

Give me an "O"

Give me a "U"

What do you have?

VOWELS!!

/a:/ /e:/ /i:/ /o:/ /u:/

6

UNIT 2

LONG VOWEL A (a, ai, ay)

The long A sound is symbolized this way /a:/

1. COMPLETE

Across

1. special boot to move on ice. 4. small, round, purple or green fruit, you can eat or make wine. 6. to cook inside an oven 7. drops of water from clouds. 8. a very large sea mammal that breathes air through a hole at the top of its head.

Down

2. a railway engine connected to carriages for carrying people. 3. sweet food made with a mixture of flour, eggs, fat and sugar. 5. small creature with a soft, wet body and a round shell.

7

ai

-----------

-----------

-----------

WORD LIST vase play

snail May rain wait day day date

a

-----------

-----------

-----------

LONG “A” GROUPS

2. There is “a” long a sound under each of the pictures below. Write the words from the Word List under the picture that contains this long vowel sound.

3. CIRCLE THE WORD THAT YOU THINK IS PRONUNCED

DIFFERENTLY FROM OTHERS.

1) was baking take day

2) cakes fancy stay tape

3) pain play shape after

4) had safe pay late

4. PRACTICE THIS FUNNY TONGUE

TWISTER

Dave is going to bake a cake, Don’t be late, Dave is going to make a cake, for your birthday.

-----------

-----------

-----------

ay

8

LONG VOWEL e (ee, ea, ey, e)

The long E sound is symbolized this way: /e:/

1. COLOR THE NAME OF THE PICTURE

Eafl

feal

Leaf

Key

yek

Eyk

Peesh

sheep

Peshe

Zebra

breza

Breza

Reet

teer

Tree

Lequa

equal

Quale

Chabe

beach

Bache

Taes

seat

Saet

Seal

laes

Sale

9

meat

WORD LIST see pee cheap spear monkey me bee he she

sea keyboard

ea

----------- ----------- -----------

----------

-----------

E -----------

LONG “E” GROUPS

2. There's a long “e” sound under each of the pictures below. Write the words from the Word List under the picture that contains this long vowel sound.

3. MAKE A RHYME

WRITE A WORD FROM THE BOX TO MAKE A RHYME WITH EACH SENTENCE

The bee is in the Can I keep the ? Did she eat the ? Do you need this ? Is this a real ? The sheep went to

4. PRACTICE THE RHYME

----------- -----------

-----------

seed

seal

jeep

sleep

tree

ey

Ee

----------

----------

----------

10

LONG VOWEL I ( i, ie)

The long “I” sound is symbolized this way /i:/

1. DRAW AN OVAL AROUND THE WORD THAT DOES NOT

HAVE THE SAME “I” SOUND

tie key lie

bite

bit

white

bye

type

pay

knife

wife

wild

smile

win

wine

fly

pin

why

11

WORD LIST

Mike buy tried tire fly hide

lie die try

----------- ----------- -----------

ie

LONG “I” GROUPS

2. There's a long “i” sound under each of the pictures

below. Write the words from the Word List under the picture that contains this long vowel sound.

3. READ EACH SENTENCE. FILL IN THE BLANKS WITH A WORD FROM THE BOX

flies fries lie tie fly

You should never do this.

Chickens can do this.

Some men put me on to go to work.

They fly around and buzz.

4. NOW PRACTICE THESE FUNNY TONGUE TWISTERS

a. Five fruit fly flew through three fields. b. I will try my best.

----------- ----------- ----------- y

----------- ----------- ----------- I

12

UNIT 3

LONG VOWEL o (o, oe, oa)

The long “0” sound is symbolized this way /o:/

1. Complete each sentence

1. I forgot my coat at .

2. I told a very funny .

3. I call my grandma every Sunday on the _.

4. A toad is very similar to a .

5. I made an angel in the .

13

----------- ----------- -----------

GHOST HOME NOTE

PILLOW GOLD HOPE

LOW NOSE ROPE

SLOW TOLD LOAD

KNOW JOKE ROAD

LONG “O” GROUPS

2. There's a long “o” sound under each of the pictures

below. Write the words from the Word List under the picture that contains this long vowel sound.

----------- ----------- -----------

oe

3. LOOK FOR AND CIRCLE

THE LONG “O” WORDS HIDDEN IN THE PUZZLE

4. NOW PRACTICE THIS SENTENCE

I HOPE THE BOAT WILL FLOAT.

Oa

nose ghost

coat zone goat

WORD LIST

----------- ----------- -----------

O

14

LONG VOWEL u (u, ue, ui)

The long “U” sound is symbolized this way /u:/

1. Complete each word:

nicorn niform

m n z _ _

fl g l __

15

LONG “U” GROUPS

2. There is a long “u” sound under each of the

pictures below. Write the words from the Word List under the picture that contains this long vowel sound.

3. IN THE SENTENCES BELOW, UNDERLINE THE LONG “U” SOUND WORDS.

The sun will soon rise.

I use my cup for drinking milk. Luke spilled juice on the rug.

I see a blue bus.

4. NOW PRACTICE THIS FUNNY TONGUE TWISTER:

true cute room soon

blue spoon university clue use

WORD LIST

----------- -----------

-----------

ue

Oo

----------- -----------

-----------

----------- -----------

-----------

u

16

UNIT 4

ENGLISH SHORT VOWEL SOUNDS CHART

17

SHORT VOWEL SOUNDS

The term short vowel is used to refer to the sounds that most often

correspond to the letters 'a,' 'e,' 'i,' 'o,' and 'u' when the vowel

occurs individually between consonants (Consonant-Vowel-

Consonant, or CVC pattern).

Short “a” /æ/ cat

Short “e” /ɛ/ bed

Short “i” sit

Short “o” top

Short “u” sun

It is important to note that the term short is not referring to the

length of time the vowel sound is pronounced.

18

SHORT VOWlEL”A”

The short “A” sound is symbolized this way /æ/

1. LOOK AT THE PICTURE, COLOR THE WORD AND

WRITE

PICTURE

COLOR

WRITE

C

P

A

U

P

T

P

L

A

E

N

M

N

P

P

F

A

U

N

P

J

H

E

A

P

T

J

H

A

E

N

M

D

T

T

P

L

T

N

A

T

N

T

N

19

FIND THE SHORT A

2. LOOK AT THE PICTURES. SAY EACH WORD THEN CIRCLE THE WORD WITH THE SHORT A SOUND.

1.-

2.-

3.-

4.-

5.-

20

g

3. SHORT OR LONG VOWEL SORT

SHORT A LONG A

Man Cake Fan Sad

Save Rat Vase Late

Dad Maze Ape Rat

4. NOW PRACTICE THESE FUNNY TONGUE TWISTERS (SHORT “A” SOUND IS BOLD)

1. The fat cat is chasing after the rat.

2. Harry has a happy hamster.

3. The last hat I have left is black.

21

UNIT 5

SHORT VOWEL “E”

/ɛ/

1. COMPLETE EACH WORD:

p n w b

n st b ll

l tter __ lf

22

FIND THE SHORT E!

2. LOOK AT THE PICTURES. SAY EACH WORD. CIRCLE

THE WORD WITH THE SHORT E SOUND.

1.-

. 2.-

3.-

4.-

5.-

23

3. IDENTIFYING VOWEL SOUNDS Color the clouds that have the short “e” sound.

4. NOW SAY THESE SENTENCES OUT ALOUD (SHORT

“A” SOUND IS BOLD)

1. Meg met Ted, Ted met Meg.

2. Jen said, “I see your pet”.

3. She sells seashell by the seashore.

met

net

bed

equal

weasel

eel

bet eat

Get

pet

eagle

need

24

SHORT VOWEL “I”

1. The short “I” sound is symbolized this way /I/ COMPLETE EACH WORD AND SAY

K ds k ss

P g p lls

W n ll

25

FIND THE SHORT I!

2. LOOK AT THE PICTURES. SAY EACH WORD. CIRCLE

THE WORD WITH THE SHORT I SOUND.

1.-

. 2.-

3.-

4.-

5.-

26

3. READ EACH WORD. WHICH WORD HAS THE SHORT

VOWEL SOUND! COLOR IN THE BUBBLE NEXT TO THE

CORRECT ANSWER.

a) Kitchen

meat

read

Meet

b) Sheep

Man

Fish

Pet

c) Milk

beat

Bit

kid

d) seat

king

sit

chair

4. NOW SAY THESE SENTENCES OUT ALOUD (SHORT “I” SOUND IS BOLD)

1. This is a big pig

.

2. Six sick sheep sit on a seat.

3. I can think of six thin things, but, I can think of six thick

things, too.

27

UNIT 6

SHORT VOWEL “O”

The short “O” sound is symbolized this way /O/

1. COMPLETE EACH WORD AND SAY.

m m b x

f x d_g

h_t d_ll

28

FIND THE SHORT O

2. LOOK AT THE PICTURES. SAY EACH WORD.

CIRCLE THE WORD WITH THE SHORT “I” SOUND.

.

29

3. READ THE WORDS AND DRAW THE PICTURES

SOCK BOX FOX BOAT

OCTOPUS FROG ROPE STOP

HOP CLOCK POT GHOST

4. NOW SAY THESE SENTENCES OUT ALOUD (SHORT “O” SOUND IS BOLD)

1. A dog is on a pot.

2. A fox is on a log.

3. Give papa a cup of proper coffee in a copper coffee cup.

30

SHORT VOWEL “U”

The short “U” sound is symbolized this way /U/

1. COMPLETE EACH WORD AND SAY.

gg

r n gly

s n mbrella

nder p ppy

31

FIND THE SHORT U!

2. DIRECTIONS: LOOK AT THE PICTURES. SAY

EACH WORD. CIRCLE THE WORD WITH THE

SHORT U SOUND

1.-

. 2.-

3.-

4.-

5.-

32

3. LOOK AT THESE WORDS. CIRCLE THE WORDS IN THE PUZZLE.

T I J D V V Z M D S P H U D I

M R N O G U C Q U H L Z P V X

I Q U U U Y W F C N O F T Y R

J Z B C D J H I K W M U U P D

Y U N R K O N U S G K N H U H

N K U J C R O G U Y W C Z E F

L M E I W K P H L I E W G Z D

V X H I Y Q U X G R D X U R R

N R S T B Z X T B U S P R L A

U M B R E L L A R C R N U Q F

S K Z W D G H O D J U D R C E

L N X P V R O S U T U I R M J

X H Q B T D U F D F Y P X J E

W K E W O I T N N Q A X N S C

B K L W E Z G J H Z G K Z P P

4. NOW PRACTICE THESE FUNNY TONGUE TWISTERS (Short “U” sound is bold)

1. The ugly duckling put up her umbrella.

2. If you understand, say understand.

If you don’t understand, say don’t understand.

But, if you understand and don’t say understand.

How do I understand that you understand?

up sun cup drum rug bug bus duck drum run fun nut umbrella truck

33

pay

ANSWER KEY

UNIT 2 “LONG VOWEL A” COMPLETE:

ACROSS: 1) skate, 4) grapes, 5) bake, 7) rain, 8) whale.

DOWN: 2) train, 3) cake, 5) snail.

UNIT 3 “LONG VOWEL E”

COLOR THE NAME OF THE PICTURE: leaf, key, sheep, zebra, tree, equal,

beach, seat, seal.

MAKE A RHYME

The bee is in the tree. Can I keep the jeep? Did she eat the meat? Do you need this seed? Is this a real seal? The sheep went to sleep.

“LONG VOWEL I”

DRAW AN OVAL AROUND THE WORD THAT DOES NOT HAVE THE

SAME “I” SOUND

LONG VOWEL “O” PUZZLE

LONG VOWEL “U” IN THE SENTENCES BELOW, UNDERLINE THE LONG “U” SOUND WORDS. The sun will soon rise. I use my cup for drinking milk. Luke spilled juice on the rug. I see a blue bus.

pin

bit

win

key

wild

34

UNIT 4

1. LOOK AT THE PICTURE, COLOR THE WORD AND WRITE

Answer: cat, lamp, fan, hat, plant

3. SHORT OR LONG VOWEL SORT

SHORT A LONG A Man Save dad Cake rat Maze fan Vase sad Ape

rat Late

UNIT 5 SHORT VOWEL”E”

Color the clouds that have the short “e” sound. Met, bet, net, get, pet, bed

SHORT VOWEL “I”

a) kitchen b) fish c) milk, bit d) king, sit

UNIT 6 SHORT VOWEL “O”

1 READ THE WORDS AND DRAW THE PICTURES

SOCK

BOX

FOX

BOAT

OCTOPUS

FROG

ROPE

STOP

gHOP

CLOCK

POT

GHOST

SHORT VOWEL U

35

LOOK AT THESE WORDS. CIRCLE THE WORDS IN THE PUZZLE.

T I J D V V Z M D S P H U D I

M R N O G U C Q U H L Z P V X

I Q U U U Y W F C N O F T Y R

J Z B C D J H I K W M U U P D

Y U N R K O N U S G K N H U H

N K U J C R O G U Y W C Z E F

L M E I W K P H L I E W G Z D

V X H I Y Q U X G R D X U R R

N R S T B Z X T B U S P R L A

U M B R E L L A R C R N U Q F

S K Z W D G H O D J U D R C E

L N X P V R O S U T U I R M J

X H Q B T D U F D F Y P X J E

W K E W O I T N N Q A X N S C

B K L W E Z G J H Z G K Z P P

up sun cup drum rug bug bus duck run fun nut umbrella truck

Documents

UNIVERSIDAD DE GUAYAQUIL EDUCATIVE PROJECT TOPICrepositorio.ug.edu.ec/bitstream/redug/37989/1/Castillo Sornoza.pdf · capacitación académica en cómo enseñar pronunciación para