Estudio longitudinal de la pronunciación de los sonidos vocálicos en inglés del estudiantado del Bachillerato en enseñanza del inglés del Recinto de Paraíso
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2019
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INIE
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El objetivo general de la investigación fue analizar los errores más frecuentes en la pronunciación de sonidos vocálicos de un grupo de estudiantes universitarios en su primer, segundo y tercer año de sus cursos orales y la percepción de estudiantes y docentes de estos errores. El presente estudio evaluó la pronunciación de los once sonidos vocálicos de estudiantes de la carrera de Enseñanza del Inglés del Recinto de Paraíso durante el período 2015-2017. Los participantes se dividieron en dos grupos, los que ya estaban cursando la carrera y los que ingresaron en el año 2015. El propósito fue dar seguimiento a este segundo grupo de estudiantes para establecer si el proceso de aprendizaje hizo que la pronunciación de los sonidos vocálicos se volviera más fácil de un año a otro. El número de estudiantes se redujo con el paso de los años por los siguientes motivos: rezago en el plan de estudios por reprobación de algún curso, deserción, traslado de carrera, cambio de recinto o ausencia al realizar la grabación. El número de estudiantes pasó de 23 en el 2015 a 19 estudiantes en el 2016 y se finalizó con 11 estudiantes en el año 2017. En el estudio se utilizó un enfoque mixto y para obtener los resultados se realizaron grabaciones de la pronunciación de los/las estudiantes las cuales fueron analizadas mediante regresión logística. Además, se aplicaron cuestionarios para poder determinar la percepción en cuanto al nivel de dificultad de los sonidos vocálicos por parte de docentes y estudiantes.
Como parte de las conclusiones de este estudio se encuentra que los estudiantes que ingresan a la carrera de Enseñanza del Inglés del Recinto de Paraíso provienen en su mayoría de colegios públicos y usualmente han recibido alguna formación previa en el idioma. Esto recalca la necesidad de seguir acercando la universidad a las comunidades rurales para que más estudiantes tengan oportunidad de acceder a la educación pública. En cuanto a la formación recibida, se recomienda que los/las docentes indaguen sobre el nivel con que ingresan los/las estudiantes para adaptar la enseñanza a las necesidades y características del grupo. En ocasiones se puede subestimar el nivel de inglés que los estudiantes poseen al ingresar a la carrera, o por el contrario, se puede contar con ya posee cierto conocimiento básico y puede no ser así.
Se determinó además que los sonidos más difíciles de pronunciar para los participantes de este estudio son /ɪ/, /æ/ y /ʊ/, los cuales comparten la cualidad de vocales relajadas, una dimensión que no está presente en español y que por lo tanto debe ser enfatizada al enseñar el contraste entre sonidos.
Una cuarta vocal difícil fue el sonido /ɑ/ que posee otra dimensión compleja de aprender como lo es tener la mandíbula mucho más abierta que en los demás sonidos, aspecto que en español está ausente. Al igual que el sonido /ɑ/, la vocal /æ/ también posee otra característica que le aporta dificultad para los hispanohablantes como lo es el tener los labios más extendidos. Por este motivo se aconseja que aquellos elementos de la articulación que son nuevos para los/las aprendices se practiquen con frecuencia en la clase y se haga conciencia en los estudiantes sobre estas diferencias entre el español y el inglés.
ABSTRACT: The general objective of the research is to analyze the most frequent errors in the pronunciation of vowel sounds of a group of university students in their first, second and third year of their oral courses and the perception of students and teachers of these errors. The present study evaluated the pronunciation of the eleven vowel sounds of students of the English Teaching career at the Paradise Campus during the 2015-2017 period. The participants were divided into two groups, those who were already studying and those who started in 2015. The purpose was to follow up on this second group of students to establish if the learning process caused the pronunciation of vowel sounds It would become easier from one year to another. The number of students decreased over the years for the following reasons: delay in the curriculum due to the failure of a course, drop-out, career transfer, change of venue or absence when recording. The number of students went from 23 in 2015 to 19 students in 2016 and was completed with 11 students in 2017. A mixed approach was used in the study and recordings of the pronunciation of the results were made to obtain the results. students which were analyzed by logistic regression. In addition, questionnaires were applied to determine the perception regarding the level of difficulty of vocal sounds by teachers and students. As part of the conclusions of this study, it is found that students who entered the English Teaching career at the Paradise Campus come mostly from public schools and have usually received some prior language training. This emphasizes the need to continue to bringing the university closer to rural communities so that more students have the opportunity to access public education. Regarding the training received, it is recommended that teachers inquire about the level with which students enter to adapt the teaching to the needs and characteristics of the group. Sometimes you can underestimate the level of English that students have when entering the race, or on the contrary, you can already have some basic knowledge and may not be so. It was also determined that the most difficult sounds to pronounce for the participants of this study are / ɪ /, / æ / and / ʊ /, which share the quality of relaxed vowels, a dimension that is not present in Spanish and therefore So much must be emphasized when teaching the contrast between sounds. A fourth difficult vowel was the sound / ɑ / that has another complex dimension to learn as it is to have the jaw much more open than in the other sounds, aspect that in Spanish is absent. Like the sound / ɑ /, the vowel / æ / also has another characteristic that makes it difficult for Spanish speakers such as having more extended lips. For this reason it is advised that those elements of the articulation that are new to the apprentices are frequently practiced in the classroom and students become aware of these differences between Spanish and English.
ABSTRACT: The general objective of the research is to analyze the most frequent errors in the pronunciation of vowel sounds of a group of university students in their first, second and third year of their oral courses and the perception of students and teachers of these errors. The present study evaluated the pronunciation of the eleven vowel sounds of students of the English Teaching career at the Paradise Campus during the 2015-2017 period. The participants were divided into two groups, those who were already studying and those who started in 2015. The purpose was to follow up on this second group of students to establish if the learning process caused the pronunciation of vowel sounds It would become easier from one year to another. The number of students decreased over the years for the following reasons: delay in the curriculum due to the failure of a course, drop-out, career transfer, change of venue or absence when recording. The number of students went from 23 in 2015 to 19 students in 2016 and was completed with 11 students in 2017. A mixed approach was used in the study and recordings of the pronunciation of the results were made to obtain the results. students which were analyzed by logistic regression. In addition, questionnaires were applied to determine the perception regarding the level of difficulty of vocal sounds by teachers and students. As part of the conclusions of this study, it is found that students who entered the English Teaching career at the Paradise Campus come mostly from public schools and have usually received some prior language training. This emphasizes the need to continue to bringing the university closer to rural communities so that more students have the opportunity to access public education. Regarding the training received, it is recommended that teachers inquire about the level with which students enter to adapt the teaching to the needs and characteristics of the group. Sometimes you can underestimate the level of English that students have when entering the race, or on the contrary, you can already have some basic knowledge and may not be so. It was also determined that the most difficult sounds to pronounce for the participants of this study are / ɪ /, / æ / and / ʊ /, which share the quality of relaxed vowels, a dimension that is not present in Spanish and therefore So much must be emphasized when teaching the contrast between sounds. A fourth difficult vowel was the sound / ɑ / that has another complex dimension to learn as it is to have the jaw much more open than in the other sounds, aspect that in Spanish is absent. Like the sound / ɑ /, the vowel / æ / also has another characteristic that makes it difficult for Spanish speakers such as having more extended lips. For this reason it is advised that those elements of the articulation that are new to the apprentices are frequently practiced in the classroom and students become aware of these differences between Spanish and English.
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ENSEÑANZA DE IDIOMAS, FONÉTICA, LENGUA INGLESA, LANGUAGE TEACHING, PHONETICS, ENGLISH LANGUAGE