Beruflich Dokumente
Kultur Dokumente
FACULTAD DE EDUCACION
Evelyn Salcedo E
Monograph.
Mg.Roxanna Correa P.
Miss: Rachel Slought.
TABLE OF CONTENTS
Page
INTRODUCTION . . . 4
Abstract . . . 5
Problem Analysis . . . 6
Justification . . . 7
Research Question . . . 9
Objectives . . . 9
Conceptual setting . . 10
Approaches to teaching Phonetics. . . 11
Current Educational Approach . . 15
Theoretical Discussion . . . 16
Direct Instruction . . . 16
Teaching Phonetics . . .
PART III: Methodology
Paradigm
Description of the Study . . .
Description of Artifacts . . .
a. Treatment . .
b. Artifacts . .
c. Sample of artifacts . .
1. Pre-test . . .
2. In depth Interview . . .
3. Standardized Interview . .
Timetable . . .
PART V: BIBLIOGRAPHY . . .
References . . . .
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TABLE OF CHARTS
Page
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INTRODUCTION:
There is no doubt that the thousand students that are going through the
current Chilean Educational System are suffering the pressures from a society
that is strongly committed to make their students be competent in English as a
foreign language. At the same time there is an increasing awareness on the fact
that tools provided by the government are inefficient. Course books, contents and
the actual course syllabuses are not enough to make students both; understand
the way L21 works, and communicate effectively.
Amongst the many variables we may find when trying to produce the
perfect recipe to turn students into fluent speakers of English, we will realize that
phonetic issues related for instance to articulation and pronunciation will always
arise as inherent part of language acquisition. The importance we give to these
issues will certainly affect our students’ understanding of the language and
obviously their performance of L2.
When analyzing the current course books used in public schools, it is found
that phonetics are included in objectives but neither as a proper content, nor fully
introduced in classrooms. Chilean students lack an English Phonetic background
that could help them improving the quality of their oral skills.
1
The foreign language a person is aimed to learn.
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ABSTRACT:
2
Target language: the language a non-native is in the process of learning.
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I: PROBLEM ANALYSIS
Nevertheless, studies are showing that this aim is not being fully
accomplished. A survey4 carried out on public high schools which consisted of
5
applying the PET examination to fourth high school year students showed poor
performance on speaking ability. In fact only twenty percent of the students
passed the exam whereas forty-three percent of the students were qualified as
poor in communicative competences. Thus students were not able to
communicate in real context.
3
Curricular framework that establishes and organizes contents and objectives for every subject
that it is included in the current national syllabus.
4
Results taken from Liceo B-36, Concepcion.
5
Preliminary English Test.
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1.2 Justification
Since the early 80’s new changes were made in the perception of
language acquisition. With the rising interest in making people communicate
effectively new issues needed to be included in the teaching processes and
therefore in the current course syllabuses.
From the experience acquired in these years and taking into account the
results on speaking ability from the pilot project carried out in 2006, it may be
concluded that the lack of any theoretical support in the teaching of phonetics to
students may be disadvantageous for the learner and affect the learner’s
performance in oral skills. In fact, providing information of aspects of phonetics
such as the vowel system and articulation may be greatly helpful in developing
student’s oral performance.
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For the sake of this study, phonetics will be taught using the “Direct
instruction method”6. Such methodology is characterized for its commitment to
setting clear goals and the great emphasis given to phonetics instruction.
(Engelmann 2000)
It is important to establish that this research has not the intention of proving
the Communicative Approach as not being worthy, but to improve student’s
performance by complementing such approach with a different emphasis in
phonetics field, this means the usage of Direct Instruction.
6
Methodology founded by Engelmann. S. under the premise that students will learn more if they
are explicitly taught and demonstrated what they are aimed to learn
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In this context the question that concerns all teachers and this investigation
in particular is; “How does direct instruction in phonetics impact high school
students performance in the context of speaking ability?
1.4 Objectives
a) Main objective:
1.1 “To analyze the impact of direct instruction in Phonetics in students’ oral skills”
b) Specific Objectives
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The concepts involved in this investigation derive from two different fields
of study namely. Nevertheless, for the purpose of this investigation they will be
worked out as complementing each other.
7
English as a Foreign Language
8
Methodology applied in France and Germany in early 1900. This methodology is also known as
Phonemic Method or Anti-grammatical Method. This methodology was also known for its belief
that second language acquisition should be similar to the acquisition of the mother tongue
9
Methodology that was founded by Maximilian Berlitz in 1878 and paved the way the later
developed Direct Method.
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2.2 Approaches to teaching Phonetics.
It was not until the Direct Method and more Naturalistic approaches
appeared that foreign language instruction on specific subsidiary skills such as
pronunciation and fluency began to be a relevant matter. Moreover in 1886, the
creation of the IPA (International Phonetic Association) helped placing Phonetics
as an important aspect of language to be taught. (Ur. P 1997 p.p 46)
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The first approach—intuitive imitative-- is based mainly in the acquisition of
sound patterns by pure imitation without providing any further explanation or
theoretical support to what is being taught. This approach is the used by most
teachers of public schools researched. Practices such as the minimal pair drill 10 or
identification of the long/short vowel seem to be the complete range of activities
used in the classroom
The following chart adopted from Celce- Murcia11 shows the evolution of
pronunciation as a component of language acquisition throughout the different
methodologies applied in the classrooms.
10
Technique used to teach pronunciation by contrasting similar or troublesome sounds
11
Murcia. C. (1996). “Teaching Pronunciation, a reference for teachers of English to speakers of other
languages”
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Method Focus Tolerance of Method used Summary
pronunciatio
n errors
Audio-lingual Accuracy Relatively Teacher Pronunciation
intolerant correction. is emphasized
Repetition drill and taught
and practice from the
in the beginning
language lab.
Minimal pair
drill
Silent Way Accuracy Not tolerant Teacher Strong
first, then correction emphasis on
fluency cued by accuracy of
sound/color production.
charts Words are
repeated until
they are
native like
Community Fluency then Somewhat Teacher Learner
language accuracy tolerant correction via decides what
learning repetition degree of
accuracy
he/she is
aimed to
acquire
Total Physical N/A Very tolerant Native Production is
Response and speaker input delayed until
Natural learners are
approach ready to
speak.
Pronunciation
is assumed to
come out
naturally
Communicative Fluency Relatively Learner Adequate
approach obligatory, tolerant engagement pronunciation
accuracy in authentic is assumed to
optional listening and be learnt by
speaking practice over
tasks a period of
time
Suggestopedia Fluency Relatively Peripheral Comfortable
tolerant learning. setting helps
Dialogue reducing the
dramatization learner’s
inhibitions
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From the previous chart it may be concluded that the role given to the
teacher in EFL classrooms has changed over time. Early methodologies promoted
a teacher centered lesson whereas later trends on methodology move forward
promoting a student-centered classroom and foster the learner’s autonomy.
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2.2.2 Current Educational Approach
Planes and Programas also stated that in the area of English as a Foreign
Language, teachers should prioritize linguistics aspects and show expertise on
the four main skills of language. The ability to solve communicative situations is
seen as the success of the students.
12
Ley Orgánica Constitucional de la Enseñanza in Chile
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2.2.3Theoretical Discussion
This methodology has been long criticized for being rather teacher
centered and forcing the teacher to learn long scripts and clear stages before a
lesson. Nevertheless, this approach to teaching has proved to be efficient in
teaching skills such as reading and writing.
13
Russian movement founded by Vladimir Tattlin in 1913
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Direct instruction has been successfully used on the last decades
supporting the development of reading skills on kindergarten children. Thus the
principles of sequenced teaching have proved to be useful in language teaching in
different schools from United States. In fact recent investigation has proved the
efficiency of Direct Instruction in areas such as; reading, mathematics, language
and social sciences. (National Institute for Direct Instruction, 2003)
The fact that Direct Instructions expects small increments from the learner
and gives importance to the learning pace of the individuals helps making
students feel they are really progressing and fosters their autonomy providing
them with strategies they can apply during their lives. (Engelmann 2000)
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Teaching Phonetics
1. Intonation
2. Articulation
3. Stress
Harmer proposes some easy to follow activities which may help including
features such as intonation into a common lesson. Matching halves of sentences
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that contain the intonation pattern of the message, for instance, encouraging
students to understand the importance of variation in speech and how these
changes can produce a change in meaning (Harmer, 1991:195)
Working with intonation involves working with stress at a primary level too.
Stress is not only important in isolated words but also in full sentences since it
may shift the emphasis or meaning of sentences.
Harmer (1991) also introduces the idea of using both sound symbols charts
and articulation charts. These may be greatly helpful for the learner at various
stages of any lesson. An articulation chart helps describing sounds in terms of lips
or tongue and makes the difference between morphemes more visible and easy
to reproduce for the learner.
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Nevertheless, Harmer states that introducing symbols is a hard task for the
teacher and proposes to introduce the symbols gradually. In fact, the author
identifies four different ways of integrating pronunciation into the lesson (Harmer,
1991 p.p 186). These are
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According to Cook, organizing pronunciation instruction around isolated
phonemes is worthless since such a practice ignores the relation between
phonemes and distinctive features14 of the sounds, which results in teaching
pronunciation a supporting theory that is vital to explain how sounds are
produced.
Results from the research showed that while certain sounds were
successfully produced after training for long periods, whereas other sounds such
as the /↔/ showed great difficulty for the learner even after long training.
14
Basic unit of phonological theory. According to Meter Roach (2005) distinctive features group
into place and manner of articulation.
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importance of teaching how to voice and produce English sounds (articulation)
and how these sounds relate to each other in speech (intonation).
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III: Methodology
3.1 Paradigm.
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An investigation paradigm may be understood as the beliefs system and
attitudes towards a vision of the world that a determined group of scientists share.
(Alvarez, 1982) Moreover such a paradigm involves a certain methodology
This investigation in particular, was situated under a critical paradigm.
According to Khűn (1971) the critical paradigm is characterized by understanding
reality as praxis. Thus, the critical paradigm involves a continuous self reflection of
the teaching performance.
Thirty students comprised the experimental group (fifteen male and female)
and received complementary theoretical support on the English vowel system and
articulation. Aspects such as intonation and stress were also covered but in a
minor way.
The other thirty students formed the control group. (Fifteen male and
female) Students belonging to both groups went under pre and post-tests in order
to calculate in a reliable way whether students had or not progressed after
attending classes where DI was used to provide information on phonetics.
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The course consisted of 50 minute sessions twice a week for a period of
five months. No major changes were made in the content set by the national
curriculum standards.
Direct instruction lessons were prepared with time and were skilled
focused. Speaking activities were supported with charts of letters and the
phonetics’ charts that helped students practicing the vowels. Direct instruction
lessons also included four classes fully dedicated to introducing vowels intonation
and articulation.
a) Treatment.
Both the experimental and the control group followed the syllabi of their
language department. Nevertheless students from the experimental group
were provided phonetics background in a direct instruction format throughout
the five months of the research. At times the focus on phonetics was explicit
but students were told in advance of the goals of every lesson and content that
was taught.
b) Artifacts.
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The post test applied to both groups consisted of a city description. The
activity required students to use previous vocabulary as well as using the
knowledge acquired during the treatment to the experimental group. This also
included a recorded sample of students performing their oral report.
Background
info
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Si. No.
1. He estudiado Ingles en instituciones
particulares (Institutos, cursos pagados).
2. Estudio Ingles por Internet.
3. Uno de mis padres habla ingles.
4. He estado en países de habla Inglesa.
5. Estudio Ingles a lo menos 4 horas semanales.
6. He estado en salones de Chat con amigos
extranjeros de habla Inglesa.
7. Tengo un diccionario de Ingles en casa.
8 Tengo revistas y/o libros en inglés en casa.
9. Con frecuencia tomo clases particulares de
Ingles.
10. Creo que mi nivel de Ingles puede mejorar si
aprendo algunos aspectos de la fonética Inglesa
11. Creo que mi fluidez mejorara si aprendo las
vocales del Ingles.
12. Creo que faltan oportunidades para practicar
el Ingles en clases.
Si. No.
13. Desconozco las vocales del Ingles.
14. La fonética que enseñan los libros es
suficiente para hablar de manera eficaz.
15. Los libros de clases deberían incluir una
mayor cantidad de oportunidades para ejercitar la
producción oral.
16. El aprendizaje de la articulacion de los sonidos
del Ingles me puede ayudar a diferenciar de
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mejor manera los sonidos similares.
17. Tengo interés por aprender de manera mas
profunda el sistema de sonidos del Ingles.
18. Estimo necesario destinar algunos momentos
de la clase a explicar y practicar aspectos
fonéticos del Ingles.
Concepcion,2008
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que has presenciado en la enseñanza del idioma Ingles. Esta
información será de vital importancia para analizar si dichos cambios
han sido beneficiosos de acuerdo a tu punto de vista.
Agradecemos de ante mano la mayor honestidad posible.
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De En Sin
acuerdo desacuerdo comentario
s
1. La enseñanza del Ingles bajo
el modelo de Enseñanza
Explicita ayudo mi comprensión
del Ingles.
2. La enseñanza de la fonética
es necesaria para mejorar el
nivel de Ingles de los Liceos
Municipalizados
3. El aprendizaje de la
articulación de sonidos ayudo a
mejorar la calidad de mis
presentaciones orales
El aprendizaje de las vocales y
diptongos del Ingles influyen en
la pronunciación del Ingles.
5. El aprendizaje de la fonética
Inglesa me puede mejorar la
calidad de presentaciones
orales.
6. El aprendizaje de algunos
aspectos de la fonética Inglesa
ayudo a mi comprensión del
Idioma extranjero.
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7. Tras haber aprendido algunos
aspectos de la fonética Inglesa
me siento mas seguro cuando
hablo en Inglés.
8. El conocer de antemano los
objetivos de cada clase ayuda a
mi comprensión de lo que
ocurre en la sala de clases.
9. El conocer los contenidos y
objetivos de cada clase hace
sentirme más cómodo en las
clases de inglés.
10. Aprendo mejor cuando
recibo oportunidades de
practicar reiteradamente lo
aprendido.
11. Aprendo mejor cuando
siento el real interés del
profesor por mi progreso.
12. Tras haber aprendido la
articulación y vocales inglesas
mi fluidez al hablar Ingles
mejoró.
13. Comprendo de mejor
manera la relación entre como
se escribe y el sonido de las
letras del Ingles.
14. Mi interés en el Ingles
aumento tras haber aprendido
mas en profundidad sobre el
idioma.
15. Tras haber aprendido la
articulación y vocales inglesas
soy mejor hablante de Ingles.
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GRAMMAR VOCABULARY COMPREHENSION FLUENCY PRONUNCIATION TASK
1. Errors in grammar Speaking vocabulary Within the scope of his No specific fluency Errors in pronunciation are Can ask and
are frequent but inadequate to Express very limited language description. Refer to other frequent but can be answer questions
speaker can be anything but the most experience can tour language areas for understood by a native on topics very
understood by a native elementary needs. understand simple implied level of fluency. speaker used to dealing familiar to him.
speaker used to questions and with foreigner’s attempting Able to satisfy
dealing with foreigner’s statements if delivered to speak his language. routine travel
attempting to speak with slowed speech needs and
his language. repetition or paraphrase minimum
courtesy
requirements.
2. Can usually handle Has speaking Can get the gist of most Can handle with Accent is intelligible Able to satisfy
elementary vocabulary sufficient to conversations of non- confidence but not with though often quite faulty. routine social
constructions quite express himself simple technical subjects that facility most social demands and
accurately but does not with some do not require situations including work
have confident control circumlocutions. specialized knowledge. introductions and casual requirements,
of the grammar conversations about needs help in
current events as well as handling any
work and family. complication or
difficulty.
3. Control of grammar Able to speak the Comprehension is quite Can discuss particular Errors never interfere with Can participate
is good. Able to speak language with complete at a normal interests of competence understanding and rarely effectively in
the language with sufficient vocabulary to rate of speech. with reasonable ease. disturb the native speaker. most formal and
sufficient structural participate effectively Rarely has to gripe for Accent may be obviously informal
accuracy to participate in most formal and words. foreign. conversation on
effectively in most informal conversations practical social
formal and informal on practical social and and professional
conversations on professional topics. topics.
practical social and Vocabulary is broad
professional topics enough that he rarely
has to gripe for a word
4. Able to use the Can understand and Can understand any Able to use language Errors in pronunciation are World rarely be
language accurately on participate in any conversation within the fluently on all levels quite rare. taken for a native
all levels normally conversation within the range of his experience normally pertinent to speaker but can
pertinent to range of his experience professional needs. Can respond
professional needs. with a high degree of participate in any appopiately even
Errors in grammar are precision of conversation within the in unfamiliar
quite rare. vocabulary. range of this experience situations. Can
with a high degree of handle informal
fluency. interpreting from
and into
language.
5. Equivalent to that o Speech on all levels is Equivalent to that o fan Has complete fluency in Equivalent to and fully Speaking
fan educated native fully accepted by educated native the language such that his accepted by educated proficiency
speaker. educated native speaker. speech is fully accepted by native speakers. equivalent to that
speakers in all its educated native speakers. o fan educated
features including native speaker.
breath of vocabulary
and idioms,
colloquialisms and
pertinent cultural Oral proficiency scoring categories (Brown, 2001, p.p 406-
407)
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references.
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PART V: REFERENCES
practices..Longman,
Press.
Longman.
University Press
WEB PAGES.
http://www.cz-training.com/glossary.html
http://education.calumet.purdue.edu/vockell/CAI/Cai3/cai3direct.htm
Lindsay. J. (Ed) (2008). What the data really shows,. Direct Instruction
http://www.jefflindsay.com/EducData.shtml
http://www.mineduc.cl/index.php?
id_portal=1&id_seccion=204&id_contenido=90
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Retrieved on September 10, 2008, from
http://www.curriculummineduc.cl/docs/mediGene/marcocurriculardee
ducmedia.pdf
http://www.aber.ac.uk/~mflwww/seclangacq/langteach5.html
National Institute for Direct Instruction (2003) Retrieved October 24, 2008,
from http://www.nifdi.org/index.html#what
http://www.riggsinst.org/Monographs.aspx
http://www.uoregon.edu/~bgrossen/pubs/aftdi.htm
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