Iker Estalayo Santamara
Pronunciation Resources for Primary School Teachersand Learners
Mara Jess Hernez Lerena
Facultad de Letras y de la Educacin
Grado en Educacin Primaria
2012-2013
Ttulo
Autor/es
Director/es
Facultad
Titulacin
Departamento
TRABAJO FIN DE GRADO
Curso Acadmico
El autor Universidad de La Rioja, Servicio de Publicaciones, 2013
publicaciones.unirioja.esE-mail: [email protected]
Pronunciation Resources for Primary School Teachers and Learners, trabajo finde grado
de Iker Estalayo Santamara, dirigido por Mara Jess Hernez Lerena (publicado por la Universidad de La Rioja), se difunde bajo una Licencia
Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 Unported. Permisos que vayan ms all de lo cubierto por esta licencia pueden solicitarse a los
titulares del copyright.
Trabajo de Fin de Grado
PRONUNCIATION RESOURCES FOR PRIMARY SCHOOL
TEACHERS AND LEARNERS
Autor:
IKER ESTALAYO SANTAMARA
Tutor/es:
Fdo.MARA JESS HERNEZ LERENA
Titulacin:
Grado en Educacin Primaria [206G]
Facultad de Letras y de la Educacin
AO ACADMICO: 2012/2013
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INDEX
1. Abstract /Resumen ..................................................................................................... 5
2. Introduction ............................................................................................................... 7
3. Objectives .................................................................................................................. 9
4. Methodology ............................................................................................................ 11
5. A comparison between English and Spanish ........................................................... 13
6. Resources for Primary School English teachers ...................................................... 15
6.1. Online dictionaries ........................................................................................... 15
6.2. Pronunciation sites ........................................................................................... 20
6.3. Talking with native speakers ............................................................................ 24
6.4. Getting started in phonetics .............................................................................. 28
6.5. How to record audios ....................................................................................... 31
6.6. Recording our voice with Audacity .................................................................. 32
7. Resources for learners of English in Primary School: ............................................. 35
7.1. The arrangement of the classroom: what to do and what not to do ................. 35
7.2. Reading aloud ................................................................................................... 38
7.3. Textbooks ......................................................................................................... 40
7.4. Songs and nursery rhymes ............................................................................... 43
7.5. Drills ................................................................................................................. 48
8. Conclusions ............................................................................................................. 51
9. References ............................................................................................................... 53
Annex 1: Audio configuration ........................................................................................... i
FIGURES
Figure 1: INE study ......................................................................................................... 13
Figure 2: Cambridge Dictionaries ................................................................................... 16
Figure 3: Wordreference ................................................................................................. 16
Figure 4: Collins English Dictionary .............................................................................. 17
Figure 5: Collins English Dictionary (Translations) ....................................................... 18
Figure 6: Merrian-Websters Learners Dictionary ........................................................ 19
Figure 7: Forvo ............................................................................................................... 21
Figure 8: Inogolo ............................................................................................................ 22
Figure 9: Sounds Familiar? ............................................................................................. 23
Figure 10: Howjsay ......................................................................................................... 24
Figure 11: Conversation Exchange ................................................................................. 25
file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008757file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008758file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008759file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008760file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008761file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008763file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008764file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008765file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008766file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008767
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Figure 12: Conversation Exchange: Profile .................................................................... 26
Figure 13: My Language Exchange ................................................................................ 27
Figure 14: Italki .............................................................................................................. 27
Figure 15: Phonetics: The Sounds of American English ................................................ 28
Figure 16: British Council- Phonemic Chart .................................................................. 29
Figure 17: The phonemic alphabet. (Hancock 2007: 130) ............................................. 30
Figure 18: Audacity ........................................................................................................ 31
Figure 19: Audacity: Experience ................................................................................. 33
Figure 20: Traditional teacher-fronted seating structure. ............................................ 36
Figure 21: semi-circular seating structure. (Drnyei and Murphey 2009: 81). ........... 36
Figure 22: The circle seating structure fosters interpersonal attraction and
involvement. (Drnyei and Murphey 2009: 82). .......................................................... 37
Figure 23: Ad hoc cluster of chairs/desks. (Drnyei and Murphey 2009: 82). ........... 37
Figure 24: Example of a Bug Phonics activity (Papiol and Toth 2009: 31) ............... 41
Figure 25: Mother Goose Club ....................................................................................... 45
Figure 26: Control Panel .................................................................................................... i
Figure 27: Devices (I) ....................................................................................................... ii
Figure 28: Devices (II) ..................................................................................................... iii
Figure 29 Devices (III) .................................................................................................... iv
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