pqnnsiejSn

fq

kmjunIkejSn

Di Ifkts v

sIlktId Qnd

IksplIsIt

titSIN v

pqnnsieISn

t bqzIljn i f l lqnqz

7th CTJ TEFL Seminar

RESEARCH

• Why Teach Pronunciation?

– for communication

– to sound better (language ego, stereotypes)

• Research Questions:

– What are the effects?

– What is the durability?

RESEARCH METHODOLOGY

• Interventionist Action Research

• Pre/post-tests

– Avery e Ehrlich (1992)

– Kelly (2000)

– Yavaş (2006)

– Godoy, Gontown e Marcelino (2006)

– Collins e Mees (2008)

CLASS STUDENTS TEACHER INTERVENTION

Control Group 11 Non-native No

Research Group 17 Non-native Yes

RESEARCH METHODOLOGY

Difficulties considered to design the pre/post-test

DIFFICULTIES WITH CONSONANTS

1[pH] [tH] [kH] [p]

[t] [k]9 final [N] [Ng]

2 [t] [d] [tS] [dZ] 10 [h]

3 [tS] [dZ] [S] [Z] 11 [z] [s] [s] [z]

4[T] [t] [s] [f]

[D] [d] [z] [v]12

[t] [d] [Id] (-ed) [ed]

5 Post-vocalic (dark) [] [U] 13 [j] [w] [I] [U]

6 [] (retroflex) [] [] 14 Final plosives intrusive vowel

7 Consonant clusters intrusive vowel 15 [g] [Z]

8[m] [n] [N] substituted

with nasal vowels

RESEARCH METHODOLOGY

Difficulties considered to design the pre/post-test

DIFFICULTIES WITH VOWELS

16 [i] [I] [I] [i] 20Final [] [eI]

[jon] [oU]

17[u] [U] [U]

[u]21 [] [U]

18 [Q] [e] [e] [Q] 22 [] [Q]

19 [Q] [A]

DATA ANALYSIS

Most difficult sounds according to diagnostic (pre) test

MOST DIFFICULTSOUNDS

ERROROCCURRENCE

RATE

CHOSEN TO BETREATED?

[Q] 100% YES

[z] [s] 100% YES

[N] 100% NO

[] 95% NO (but it was)

[u] 95% YES

[T] [D] 93% YES

[t] [d]

[Id]90% YES

[i] 83% YES

[pH]

[tH]

[kH]

81% YES

[] 70% NO