Yvonne Research Power Point

8/14/2019 Yvonne Research Power Point

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GOOD MORNING !!!


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PHONOLOGICAL ERRORS:

SPEECH REMEDIATION

PROGRAM

Cortes, Yvonne Faith

Zapanta, Cheryl Ann

La-llaban, Josephine


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RATIONALE

The lack of phonemic awareness seems to be

a major obstacle to reading acquisition.

Children who are not able to segments words

and syllables into phonemes. Consequently,they do not develop to decode single words

accurately and fluently, an ability that is the

distinguishing characteristics of persons with

reading disabilities.


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Some pupils in the elementary grades of Mabolo

Christian Academy, ages 7-12 have reading

problems severe enough to hinder their

enjoyment of reading. These problems aregenerally not developmental and do not diminish

over time, but will persist into adulthood without

appropriate intervention


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Phonological errors of the child may need

more attention through speech remediation

that would enhance the ability of the child to

produce the correct sound patterns of theword.

A speech remediation program can be

planned and implemented for the improvement

of phonemic awareness of the child.


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THEORETICAL-CONCEPTUAL

FRAMEWORK

Natural Phonology Theory- phonological

processes described phonetically motivated

and natural patterns of speech production

Gildeas Analysis- phonological theorydevelops in such fashion provides us with an

exciting new insight into child language

acquisition


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Theory of Articulatory Phonology (AP)

claims not just that linguistic units are

compatible with the output system (vocal

tract),but also that their identity is maintainedin production and perceived as such by the

listeners.

Whole Language Approach beginning

readers needed little direct instruction todecode the letters and sounds of the language


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Phonics Approach which referred to as a

skills-based approach, point to research showing

that children benefit from direct instruction about

the letters, syllables, and corresponding soundsof English.

International Phonetic Alphabet-to provide a

symbol for every sound of every language.


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THE PROBLEM

Statement of the Problem

This study aimed at addressing the

phonological errors of the elementary level in

Mabolo Christian Academy school year 2009-2010.The findings of this study serve as basis

in speech remedial program for reading

competence.


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In specific, the study sought to answer thefollowing questions:

1.What are commonly committed phonological errorsthat the respondents are engaged when reading?

2.What program of activities can be planned forspeech remediation?


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Statement of the Hypothesis

Those commonly committed phonological

errors need more effort for speech

remediation.


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ASSUMPTION

Speech remediation for the phonological errors

can improve students' ability in speech

production.


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SIGNIFICANCE OF THE STUDY

This study will benefit the following:

Students. Elementary grades in Mabolo Christian

Academy will be benefited for remedial instruction forreading competence would cater their needs.

Teachers. Teachers will be guided in choosing and

selecting instructional materials for their students since

they are already aware about the needs of the studentsfor they are the first main recipients of the difficulties.


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Administrators. The Administrators of the school

will be encourage with this study to implement

additional programs for the enhancement and

improvement of the students.Researchers. This study will encourage the

researchers to continue in doing research and

continue seeking possible answers to the

existing problem or issue.


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SCOPE AND DELIMITATION

This study focused primarily on the phonological

errors committed by the elementary grades

(Grade V) in Mabolo Christian Academy school

year 2009-2010.


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DEFINITION OF TERMS

Errors. These are the mistakes produce by the

students.

Phonemes. An element consisting of a group

or family of sounds.Phonemic. The study about phonemes relating

to the sound used in speech.


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Phonetics. A branch of linguistics which deals

with the analysis, description, and classification

of speech sound.

Phonological error. The committed mistakestowards the sounds.


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Phonological instrument. The means on how to

assess students phonological structure.

Phonology. The study of the sound system of a

language. The historical study of the soundchanges that have taken place in a language.

Program. In this study, it is an activity or a

remedial.


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Speech. The act of producing sound patterns

orally.

Speech remedial. This is an act of giving an

activities to correct or improve speechproduction.

Speech remedial program. The activities

given to correct and improve speech

production.


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ORGANIZATION OF THE STUDY

This study comprised three chapters. Thepreliminary pages contain the title page,acknowledgment, dedication, table ofcontents, list of table and list of figure.

Chapter I contained the rationale, theoretical -conceptual framework, statement of theproblem, hypothesis, significance of thestudy, definition of terms and organization ofthe study


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Chapter II contained the review of related

literature that includes the a study in the

Philippines and other country

Chapter III contained the research methodologythat includes research method used, research

locale, research instrument and research

procedure.


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LITERATURE AND STUDY

Study in the Philippines

Manarpiis conducts a research about Filipino

students attitude toward English as a language usedin the classroom and their difficulties experienced in

producing correct sounds( that is lack of phonological

awareness).


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The research concludes that the respondentscommitted phonological errors of omission,

transfer errors, and overgeneralization of

English. There is a strong evidence of

fossilization of errors although with positivefactors like motivation, attitude, personality, and

strategizing, there is still a big chance of

defossilization.


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According to Malicsi (2005), the sounds of

Filipino English are certainly different from those

of international English. With globalization

becoming a dominant feature of our society,students have to be retooled in their speech

towards their neutral accent that is acceptable in

international communications.


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STUDY IN THE OTHERCOUNTRY

Dr. Hsuan - Yu Chen, a lecturer, is an author ofthe study regarding the impact of Phonetic andPhonological Instruction on Oral Proficiency of

Spanish speaking ESL learners. She stated that oral proficiency is an

important goal in teaching English as asecond language because it is important not

only in communication, but also in readingand writing, which pave the path to academicachievement


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After several assessment measures were

conducted, findings showed statistically

improvement in the oral proficiency of target

phonemes of respondents after theimplementation of phonetic/phonological

instruction.


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Yun Zhang(2009). even speaking classes do

not provide chances or oral interaction, as most

teachers talk on and on through out the lesson

without giving students any opportunity tospeak, thus turning the class into listening

activity.


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A reasonable solution is to support a more

integrated approach where speaking is added

to reading and writing lessons to ensure that

students receive essential practice in oralcommunication. He introduced activities to

provide students opportunities to practice their

spoken English. So to reveal any problem they

have in understanding the text.


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Dalton and Seidlhofer(2000), the

awareness of pronunciation will be affected by

our purpose and motivation. In their classic

study, they distinguish between instrumentaland integrative motivation in second language

learning.


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Gardner and Lambert, 2000. An

instrumental orientation reflects the practical

advantages of learning a language, while an

integrative orientation stems from a sincereand personal interest in the people and

culture.


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RESEARCH METHODOLOGY

Research Method Used

This study made use of descriptive method,

describing the phonological awareness of therespondents.


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RESEARCH LOCALE

The locale of the study is Mabolo Christian

Academy. It is a sectarian institution wherein

majority of the students are Baptists.


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RESEARCH RESPONDENTS

The respondents of the study are the Grade V

pupils of Mabolo Christian Academy school year2009-2010.


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RESEARCH INSTRUMENT

The researchers made use of word drill with a

checklist to assess respondents' speech

production on the given words.


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RESEARCH PROCEDUREIn gathering the data, the researchers made

use of the following steps:

The copies with list of words were given to eachrespondent to read while the researchers were

handling the checklist to assess respondents'

production of words.


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The checklist contained the sound patterns with

the assessment description of with difficulty

and without difficulty. Researchers checked the

box that corresponds to the descriptionsaccording to the respondents' production of

words.


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After assessing the respondents, the gathereddata were tabulated.

Researchers will identify the commonly committed

phonological errors by frequency count.

The first five sound patterns that have highnumber of mistakes were to be considered as

commonly committed phonological errors of the

respondents.

The results were discussed and analyzed

pertaining to the phonological errors of the

respondents.


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Researchers provided the program of activities

that can be planned and implemented for speech

remediation.

The planned program of activities for speechremediation is applicable for summer class in two

months, after the school year.

The program contained the activities from day 1

until day 50 (excluding Sunday) with the specificsound pattern a day.

The commonly committed phonological errors

may take two days for more emphasis and

improvement.


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