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A poster presentation depicting the study into the evaluation of pronunciation games in enhancing elementary students' learning of sound 'blocks'
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Evaluation of Pronunciation Games: Are They Effective in Improving Elementary Students’ Learning
of Pronunciation?Khoo Hooi Shyan
University of Nottingham Malaysia Campus
Introduction
• There is a lack of interests among teachers and applied linguists towards pronunciation (Jenkins, 2002; Derwing & Munro, 2005).
• Yet pronunciation is integral in shaping young learners’ speaking skills for effective communication (Lenneberg, 1967; Hancock, 1995; Cruttenden, 2008).
• For teachers who integrated pronunciation in their teaching, drilling is the most commonly used technique (Gilakjani & Ahmadi, 2011).
• However, young learners cannot relate to the technique used (Kelly, 2000 Gilbert, 2008).
• Proponents of pronunciation games hailed the approach as “useful”, “informative” and “fun”.
Objective
1. The study wishes to evaluate the effectiveness of integrating games in teaching pronunciation.
2. It hopes to reformulate effective teaching methods of pronunciation to young learners through aligning research with theoretical backing.
3. From here, potential improvement can be brought to young leaners’ speech acquisition.
Key references:
Kelly, G. (Eds.). (2000). How to Teach Pronunciation. Harlow, Essex: Pearson
Education Limited.
Theoretical Framework
Source: Kelly, 2000
Phonetics and Phonology
Pronunciation
Phonemes Suprasegmental features
Consonants Vowels Intonation Stress
Voiced
Unvoiced
Single vowels
Sentence stress Diphthongs
Word stress
Methodology• Sampling method: Action research (4 research sessions)
• Participants: Two classes of 16 students (8 each) of ages 8 to 10 years old at beginner’s level
• Instrument: Classroom observation, audio recording and grading of pronunciation exercises
• Procedure: There will be two sessions of the classes with the two groups of participants. The pronunciation games will be utilized in pronunciation teaching for the first group (experimental group) while absent from the second group (control group).
• For ethical concerns, the games (treatment) were taught to the second group of students after the data was collected.
Data AnalysisClassroom observation
Audio recording Grading of pronunciation
exercises
(both groups)
Example of Games and Exercises