A system of activities to enhance phonological control in 4th graders
| dc.contributor.advisor | García Cabrera, Sirelda | |
| dc.contributor.author | Padilla Loy, Yasiel | |
| dc.coverage.spatial | Santa Clara | en_US |
| dc.date.accessioned | 2023-07-05T15:58:47Z | |
| dc.date.available | 2023-07-05T15:58:47Z | |
| dc.date.issued | 2020-05-21 | |
| dc.description.abstract | Pronunciation has always been a gray area in the teaching of English within the Common European Framework of Reference for Languages (CEFR) and all over the world. That is why, since the very beginning of language teaching, it has been under researched by scholars working in second/foreign language education. As a result, several methods, approaches and techniques among others have been created to address this problem in order to respond to the developments in pedagogical and societal visions. Nevertheless, the reason to their failures lays on the ultimate purpose of pronunciation which was rooted in the traditional idea of the ‘native speaker’ as a model or perception of the norm in pronunciation, focusing in accent and accuracy. Nowadays, a new sensibility has been emerging in the applied linguists’ scholarly community when it comes to re-evaluating this traditional approach. Consequently, the CEFR (2018) carried out an extensive review of literature and consultation with experts in order to redevelop from scratch the phonological control scale which seemed to reinforce the traditional view. As a result, this scale was renewed from scratch creating new descriptors to learn, teach and assess pronunciation. Thus, a new view of the teaching of pronunciation has emerged focusing on intelligibility. The teaching of English in Cuba is facing this problem as well. Our students struggle with pronunciation and their incapacity to understand and being understood, that is why this research was carried out. It is derived from the necessity that the students from 4 th grade at “Mártires de Barbados” Elementary School in Remedios (and all students in general) have shown in their phonological control within the teaching of pronunciation. Therefore, with the intent to address this issue in the Cuban schools, this paper offers a system of activities as a tool to improve 4th grade students’ phonological control within the teaching learning process of English. | en_US |
| dc.description.status | non-published | en_US |
| dc.identifier.uri | https://dspace.uclv.edu.cu/handle/123456789/13792 | |
| dc.language.iso | en | en_US |
| dc.publisher | Universidad Central Marta Abréu de las Villas. Facultad Media Superior | en_US |
| dc.rights | Este documento es Propiedad Patrimonial de la Universidad Central “Marta Abreu” de Las Villas. Los usuarios podrán hacer uso de esta obra bajo la licencia: Creative Commons: Atribución-No Comercial-Compartir Igual 4.0 License. | en_US |
| dc.subject | Educación Superior | en_US |
| dc.subject | Educación | en_US |
| dc.subject | Didáctica del Idioma | en_US |
| dc.subject | Lenguas Extranjeras | en_US |
| dc.subject | Inglés | en_US |
| dc.subject | Pronunciación | en_US |
| dc.title | A system of activities to enhance phonological control in 4th graders | en_US |
| dc.type | Thesis | en_US |
| dc.type.thesis | bachelor | en_US |