Enseñanza de la fonética de una segunda lengua en contextos escolares: un análisis de las prácticas pedagógicas y efectos en el aprendizaje del inglés en jóvenes universitarios
Palabras clave:
Enseñanza de segundas lenguas, fonología inglesa, desarrollo de estudiantes.Resumen
A través de una metodología mixta, el presente estudio examinó el impacto de un curso de Fonología inglesa en la adquisición de sonidos vocálicos y consonánticos de estudiantes universitarios de inglés de nivel básico (n=4), pre-intermedio (n=8) e intermedio (n=6). El curso fue impartido por un profesor de inglés durante 16 semanas, cinco horas a la semana. Para determinar los efectos del curso, los estudiantes participaron en dos actividades orales durante una entrevista al inicio y fin del curso. Durante el mismo, se observaron nueve clases y el instructor reportó las actividades implementadas. Los análisis de varianza revelaron cambios positivos en la pronunciación de todos los estudiantes. En las observaciones y los reportes se constató una enseñanza fonológica sistematizada y focalizada a través de actividades variadas. Los resultados sugieren que este tipo de enseñanza permite a los estudiantes contrarrestar los efectos negativos que factores biológicos y la influencia de la lengua materna tienen durante el aprendizaje.Descargas
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Referencias
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Derwing, T. (2008). Curriculum issues in teaching pronunciation to second language learners. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp. 347-369). Philadelphia: John Benjamins.
Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59, 547-566.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: An empirical approach. TESOL Quarterly, 39, 379-397.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1997). Pronunciation instruction for “fossilized” learners: Can it help? Applied Language Learning, 8, 217-235.
DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499-533.
DeKeyser, R. M., & Larson-Hall, J. (2004). What does a critical period really mean? In Kroll, J. F., & De Groot, A. M. B. (Eds.) Handbook of Bilingualism, Psycholinguistic Approaches (pp. 88-108). New York: Oxford University Press.
Ellis, R. (2003). The Study of second language acquisition. UK: Oxford University Press.
Elliot, R. (1997). On the teaching and acquisition of pronunciation within a communicative Approach. Hispania, 80, 95-108.
Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-linguistic research (pp. 233-277). Timonium, MD: York Press.
Harley, B., & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.
Hinenoya, K. (2009). Conceptual complexity and accessibility of the article 'the': Is the traditional interpretation of 'the' enough for ESL learners? Unpublished doctoral dissertation, McGill University, Montreal.
Izquierdo, J. (2009). L’aspect lexical et la production du temps du passé en français L2: Une étude quantitative auprès des apprenants hispanophones. La Revue Canadienne de Langues Vivantes-The Canadian Modern Language Review, 65, 587-613.
Izquierdo, J. & Collins, L. (2008). The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French.The Modern Language Journal, 93, 349 -366.
Kulh, P. (1992). Psychoacoustics and speech perception: Internal standards, perceptual and anchors, and prototypes. In L. Werner & E. Rubel (Eds.), Developmental psychoacoustics, (pp. 293-332). Washington, DC: American Psychological Association.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lenneberg, E. (9671). Biological foundations of language. New York: John Wiley & Sons.
Lightbown, P. & Spada, N. (2006). How languages are learned. UK: Oxford University Press.
Long, M. (1990). Maturational constraints on language development. Studies in Second Language Acquisition,12, 251-285.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14, 321-341.
Lyster, R. (2007). Learning and teaching languages through content: A counter-balanced approach. Amsterdam: John Benjamins.
Lyster, R. & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498
Major, R. C. (2008). Transfer in second language phonology. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp.63-94). Amsterdam: John Benjamins.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction. A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Oller, J. W. & Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189.
Pennington, M. C., Ellis, N. C., Lee, Y. P., Lau, L. & Lock, G. (2002). Instructing intonation in a second language: Lessons from a study with Hong-Kong Cantonese undergraduate English majors. Unpublished manuscript.
Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Cambridge, MA: Newbury House.
Skehan, P. (1998). A cognitive approach to language learning. New York: Oxford University Press.
Spada, N. & Frölich, M. (1995). The communicative orientation of language teaching observation scheme: Coding conventions and applications. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Swam, M. & Smith, B. (1987). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
Trofimovich, P. & Gatbonton, E. (2006). Repetition and focus on form in processing L2 Spanish words: Implications for pronunciation instruction. The Modern Language Journal, 90, 519-535.
VanPatten, B. (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum Associates.
Brown, H. D. ( 2007). Principles of language learning and teaching. White Plains, NY: Pearson.
Derwing, T. (2008). Curriculum issues in teaching pronunciation to second language learners. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp. 347-369). Philadelphia: John Benjamins.
Derwing, T. M. (2003). What do ESL students say about their accents? The Canadian Modern Language Review, 59, 547-566.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: An empirical approach. TESOL Quarterly, 39, 379-397.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 48, 393-410.
Derwing, T. M., Munro, M. J., & Wiebe, G. E. (1997). Pronunciation instruction for “fossilized” learners: Can it help? Applied Language Learning, 8, 217-235.
DeKeyser, R. M. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499-533.
DeKeyser, R. M., & Larson-Hall, J. (2004). What does a critical period really mean? In Kroll, J. F., & De Groot, A. M. B. (Eds.) Handbook of Bilingualism, Psycholinguistic Approaches (pp. 88-108). New York: Oxford University Press.
Ellis, R. (2003). The Study of second language acquisition. UK: Oxford University Press.
Elliot, R. (1997). On the teaching and acquisition of pronunciation within a communicative Approach. Hispania, 80, 95-108.
Flege, J. E. (1995). Second language speech learning: Theory, findings and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-linguistic research (pp. 233-277). Timonium, MD: York Press.
Harley, B., & Hart, D. (1997). Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19, 379-400.
Hinenoya, K. (2009). Conceptual complexity and accessibility of the article 'the': Is the traditional interpretation of 'the' enough for ESL learners? Unpublished doctoral dissertation, McGill University, Montreal.
Izquierdo, J. (2009). L’aspect lexical et la production du temps du passé en français L2: Une étude quantitative auprès des apprenants hispanophones. La Revue Canadienne de Langues Vivantes-The Canadian Modern Language Review, 65, 587-613.
Izquierdo, J. & Collins, L. (2008). The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French.The Modern Language Journal, 93, 349 -366.
Kulh, P. (1992). Psychoacoustics and speech perception: Internal standards, perceptual and anchors, and prototypes. In L. Werner & E. Rubel (Eds.), Developmental psychoacoustics, (pp. 293-332). Washington, DC: American Psychological Association.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press.
Lenneberg, E. (9671). Biological foundations of language. New York: John Wiley & Sons.
Lightbown, P. & Spada, N. (2006). How languages are learned. UK: Oxford University Press.
Long, M. (1990). Maturational constraints on language development. Studies in Second Language Acquisition,12, 251-285.
Lyster, R. (2004). Research on form-focused instruction in immersion classrooms: Implications for theory and practice. Journal of French Language Studies, 14, 321-341.
Lyster, R. (2007). Learning and teaching languages through content: A counter-balanced approach. Amsterdam: John Benjamins.
Lyster, R. & Izquierdo, J. (2009). Prompts versus recasts in dyadic interaction. Language Learning, 59, 453-498
Major, R. C. (2008). Transfer in second language phonology. In J. G. Hansen Edwards & M. L. Zampini (Eds.), Phonology and second language acquisition (pp.63-94). Amsterdam: John Benjamins.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction. A research synthesis and quantitative meta-analysis. Language Learning, 50, 417-528.
Oller, J. W. & Ziahosseiny, S. M. (1970). The contrastive analysis hypothesis and spelling errors. Language Learning, 20, 183-189.
Pennington, M. C., Ellis, N. C., Lee, Y. P., Lau, L. & Lock, G. (2002). Instructing intonation in a second language: Lessons from a study with Hong-Kong Cantonese undergraduate English majors. Unpublished manuscript.
Scovel, T. (1988). A time to speak: A psycholinguistic inquiry into the critical period for human speech. Cambridge, MA: Newbury House.
Skehan, P. (1998). A cognitive approach to language learning. New York: Oxford University Press.
Spada, N. & Frölich, M. (1995). The communicative orientation of language teaching observation scheme: Coding conventions and applications. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
Swam, M. & Smith, B. (1987). Learner English: A teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.
Trofimovich, P. & Gatbonton, E. (2006). Repetition and focus on form in processing L2 Spanish words: Implications for pronunciation instruction. The Modern Language Journal, 90, 519-535.
VanPatten, B. (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Lawrence Erlbaum Associates.
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2011-05-01
