Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera

Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/27086

Browse

Filter results by typing the first few letters
Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    Articulatory phonetics in the English language pronunciation development
    (Universidad Técnica de Ambato. Dirección de Posgrado. Maestría en Enseñanza del Idioma Inglés como Lengua Extranjera, 2018-05) Remache Carrillo, Noemí Mercedes; Encalada Trujillo, Edgar Guadia
    The present research named as “Articulatory Phonetics in the English Language Pronunciation Development” was aimed to determine whether Articulatory phonetics use enhances English Pronunciation development or not; to describe the sounds of speech, consonants and vowels, through their manners of articulation and points of articulation, stress, and intonation; besides, to develop a teacher’s intervention within the class and analyze the obtained data before and after it. Finally, it was aimed to socialize the necessity of improving English pronunciation development through the learning of Articulatory Phonetics issues; in this way, they would enhance their English Language oral communication skills. This descriptive research was focused on quali-quantitative approach and for the consecution of its goals, a quasi-experimental research was developed. Quasi-experimental research had two groups of students to implement Articulatory phonetics: the control group, which was formed by 121 individuals and the experimental one with the same number of students. Both, the control and the experimental groups of students were not chosen randomly. Besides, this investigation was focused on field research since the teacher made a class intervention. Furthermore, it was bibliographical research as well. The population was formed by six groups belonging to Eighth grade of Basic Education from xvii Unidad Educativa Riobamba during the First Term of 2017-2018 academic year. For collecting data, a pre and a post-test were taken by the students before and after the researcher’s intervention. Pre and post-tests consisted in a pair oral interview. With the obtained and analyzed data, the researcher verified the hypothesis with T Student mathematical method. The obtained results showed that students did enhance their English language pronunciation development with the use of Articulatory phonetics applied in class. Accordingly, it is highly recommended to emphasize those topics within the didactic class planning in order to encourage students to pronounce correctly for a better oral communication.