Minimal pair technique and english pronunciation

Abstract

The purpose of this current research was the effectiveness of the minimal pair technique in improving English pronunciation proficiency of 33 students of sixth semester from “Universidad Técnica de Ambato”. This project was carried out in ten classes over four weeks in a face-to-face modality. The approach used in this project was quantitative with a quasi-experimental design. The quantitative information collected from the pre and post test was based on the operationalization of the information graded with a rubric validated by two professors from the PINE program. The test evaluated five criteria: intelligibility, articulation, stress and rhythm, fluency, and intonation. In the pretest, the students had some difficulties with the pronunciation of English, they had difficulties with the pronunciation, the differentiation of the minimal pairs in short and long vowels, while in the consonants there was a better pronunciation. For this reason, the students obtained an average of 6.37 out of 10 points. After the treatment, the results obtained in the post-test showed a positive impact on pronunciation in English and they were also able to better recognize the minimal pair vowel and consonant sounds and this demonstrated a general improvement of all criteria. Improving intelligibility by 1,86 points, articulation, by 1,64 points, stress and rhythm by 1,31 points, fluency by 1,42 points, and intonation by 1,18 points. To verify the hypothesis, the T test was used with a value of 0.000, which is less than 0.05. Therefore, the alternative hypothesis was accepted, concluding that the application of the minimal pair technique can improve pronunciation in English. After having carried out the study, from the results it can be concluded that the experimental group performed better and received a higher score on the pronunciation test