Some Communication Problems of Two Cases in a Suckling Hospital (original) (raw)
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This article is based on a mixed research, whose objective was the use of Phonics Instruction to improve pronunciation of four sounds /θ/ , /ð/, /I/ and /I:/ in young learners in a private school in Bogotá. In this research, the impact of Phonics Instruction was analyzed in the students' pronunciation. To perform this analysis, Phonics Instruction was implemented in five stages based on Lloyd (2007) six types of sections. The participants were 13 students aged 10 to 12 years old from fifth grade; a mixed method was carried out to analyze collected data through the following instruments: 2 tests (pre-post), recordings and artifacts. This analysis was made using randomly 6 chosen students. At first the students did the pre-test with 20 words containing the sounds / i: /, / I /, / / θ / and / ð /. In the second phase, the researchers implemented the stages of Phonics Instruction focusing on making visual, auditory, Kinesthetic and tactile. In the third stage, students did the post-test with 40 words containing / i: /, / I /, / θ / and / ð / sounds, the recordings obtained the pronunciation of students and transcripts of tests; so it could be determined if students improved their pronunciation of sounds with the use of Phonics Instruction. There were also artifacts as evidence of activities did by students. Finally, the results showed that the students had a breakthrough and Phonics Instruction contributed in their pronunciation achieving to identify differences and similarities in word pronunciation based on the minimal pairs. RESUMEN Este artículo se basa en una investigación mixta, cuyo objetivo fue el uso de la instrucción fónica para mejorar la pronunciación de los cuatro sonidos / θ /, / ð /, /I / y / i: / en los jóvenes estudiantes en una escuela privada en Bogotá. En la investigación, se analizó el impacto de la instrucción fónica en la pronunciación de los estudiantes. Para realizar este análisis, la instrucción fónica se llevó a cabo en cinco etapas basadas en Lloyd (2007), en seis secciones. Los participantes fueron 13 estudiantes de edades comprendidas entre 10 y 12 años de quinto grado; un método mixto se llevó a cabo para analizar los datos recogidos
Pronunciation instruction Classroom practice and empirical research
The present paper reviews the literature in the area of En glish pronunciation instruction. It starts by focusing on the way it has been addressed by different approaches to Second Language Teaching, from Direct Approaches to Communicative Methodologies. Then textbooks and pronunciation manuals are analyzed. Finally, data from empirical research is summarized. The conclusion is that there no integration between research and the production of materials for pronunciation instruction. Also, communicative aspects and the student's mother tongue are not taken into account. RESUMO: O trabalho faz uma resenha critica do ensino de pronúncia para alunos de inglês como língua estrangeira. Inicialmente mostra como as diferentes abordagens de ensino trataram da questão, desde a abordagem direta até as abordagens comunicativas. Em seguida faz um levantamento dos livros didáticos e dos manuais de pronúncia da língua inglesa. Finalmente resume dados de pesquisa. A conclusão é de que há falta ...
2015
Auditory perceptual performance of children in the identification of contrasts between stressed vowels Desempenho perceptivo-auditivo de crianças na identificação de contrastes fonológicos entre as vogais tônicas Purpose: To assess the auditory perceptual performance of children in a task of identification of vowel contrasts, to classify which phonemes and vowel contrasts provide higher or lower degrees of difficulty, and to verify the influence of age in this performance. Methods: Data recordings of auditory perceptual performance of 66 children in a task of identification using the software Perception Evaluation Auditive & Visuelle (PERCEVAL) were selected from a database. The task consisted of presenting sound stimuli through headphones to children, who would then choose, from two pictures arranged on the computer screen, the one corresponding to the word they heard. The time between auditory inputs and the child’s reaction was automatically computed in the software. Results: T...
Alterações fonoaudiológicas em crianças de escolas públicas em Belo Horizonte
Revista Paulista de Pediatria, 2015
Objective: To investigate the prevalence of oral language, orofacial motor skill and auditory processing disorders in children aged 4-10 years and verify their association with age and gender. Methods: Cross-sectional study with stratified, random sample consisting of 539 students. The evaluation consisted of three protocols: orofacial motor skill protocol, adapted from the Myofunctional Evaluation Guidelines; the Child Language Test ABFW-Phonology; and a simplified auditory processing evaluation. Descriptive and associative statistical analyses were performed using Epi Info software, release 6.04. Chi-square test was applied to compare proportion of events and analysis of variance was used to compare mean values. Significance was set at p≤0.05. Results: Of the studied subjects, 50.1% had at least one of the assessed disorders; of those, 33.6% had oral language disorder, 17.1% had orofacial motor skill impairment, and 27.3% had auditory processing disorder. There were significant associations between auditory processing skills' impairment, oral language impairment and age, suggesting a decrease in the number of disorders with increasing age. Similarly, the variable ''one or more speech, language and hearing disorders'' was also associated with age. Conclusions: The prevalence of speech, language and hearing disorders in children was high, indicating the need for research and public health efforts to cope with this problem.
Pronunciation improvement in EFL young learners through phonics instruction
Praxis, 2016
Este artículo se basa en una investigación mixta, cuyo objetivo fue el uso de la instrucción fónica para mejorar la pronunciación de los cuatro sonidos / θ /, / ð /, /I / y / i: / en los jóvenes estudiantes en una escuela privada en Bogotá. En la investigación, se analizó el impacto de la instrucción fónica en la pronunciación de los estudiantes. Para realizar este análisis, la instrucción fónica se llevó a cabo en cinco etapas basadas en Lloyd (2007), en seis secciones. Los participantes fueron 13 estudiantes de edades comprendidas entre 10 y 12 años de quinto grado; un método mixto se llevó a cabo para analizar los datos recogidos a través de los siguientes instrumentos: 2 pruebas (pre-post), grabaciones y artefactos. Este análisis se realizó utilizando al azar 6 estudiantes. Al principio, los estudiantes hicieron el pre-test con 20 palabras que contenía los sonidos / θ /, / ð /, /I / y / i: /. En la segunda fase, los investigadores implementaron las etapas de instrucción fónica c...
Phonics Teaching Method Analysis on the Kindergarten Students‘ English Pronunciation Fluency
2023
Language is a tool which is required to learn. English is one of the languages which is required to be learnt, due to its status as considered international language for communication among cultures and systems. Young learners at age of three to six years old are considered to be the most potential language learners. Phonics is a teaching method in speaking which teaches based on how the alphabets sound in English sentences. This method commonly is implemented on adult learners to examine the English pronunciation fluency, while there are still less studies regarding phonics implementation on young to prove whether the phonics method works for young learners at the age of three to six considering the learning stage is still remembering at those range of age. This study is conducted to see how effective the phonics method increases the progress of English speaking in young learners. The method which is used for this research is direct experimental on classroom research, with causal comparative research design. The subjects are kindergarten students in one private school with the number of 30 at the age of six as samples to be taken for given reading and pronunciation tests in both pre-phonics and post-phonic implementation. The result shows that there is an increase of 30% in term of pronunciation accuracy and an increase of 21 seconds at average for students to recognize the unfamiliar English words pronunciation.
PRONUNCIATION LEARNING STRATEGIES ON LEARNERS' PHONOLOGICAL COMPETENCE DEVELOPMENT
Abstract This monograph aims to compile information related to different Pronunciation strategies used in the Pronunciation courses offered by the English Language Teaching program from a state university in Pereira. Also, it reports some useful strategies which can be used in the teaching and learning field based on the approaches the courses have. In the process of documentary analysis different sources were considered such as (books, articles, talks and courses syllabus) in order to categorize the different PLS based on Oxfords’ strategies classification. This paper serves a framework of reference for future teachers and students enrolled in the courses since it presents an action plan that can be included in their learning processes. In addition, the monograph expands the path for future investigations related to the Pronunciation field. Key words: Pronunciation, strategies, categorization
Phonological awareness and phonological development in children of public and private schools
2013
Objetivo: investigar a relação entre consciência fonológica e o desenvolvimento do sistema fonológico em crianças de escolas públicas e particulares. Método: participaram do estudo 120 crianças, de ambos os sexos, na faixa etária de dois a seis anos e onze meses, sendo 60 de escolas particulares e 60 de escolas públicas da Região Metropolitana do Recife. Utilizou-se como instrumentos de avaliação a Prova de Avaliação Fonológica e o Teste de Consciência Fonológica. Os responsáveis pelas crianças também responderam a um questionário psicossocial. Os dados da avaliação fonológica foram transcritos conforme o Alfabeto Fonético Internacional e analisados segundo a teoria dos processos fonológicos. Resultados: análises iniciais não revelaram diferenças significantes entre os alunos das escolas públicas e particulares, assim como entre os sexos. Os processos fonológicos mais frequentes foram: simplificação de encontro consonantal, simplificação de líquida e simplificação de consoante final...