EL desarrollo del procesamiento fonológico y de la evaluación la actitud de profesores en formación de inglés como lenguan extranjera en formación hacia la pronunciación
DOI:
https://doi.org/10.26817/16925777.712Palabras clave:
Segunda lengua, pronunciación en inglés, pronunciación de segunda lengua, enseñanza de segmentales, enseñanza de suprasegmentales, mejoría fonológica, actitutes, profesores de inglés como lengua extranjera en formaciónResumen
Este studio tiene como propósito investigar las actitudes hacia la pronunciación y la enseñanza de pronunciación de los profesores de inglés como lengua extranjera en formación. Otro propósito era explorar los resultados de la instrucción de pronunciación sobre el desarrollo fonológico de los profesores y, basado en los resultados, proporcionar sugerencias al tener en cuenta las necesidades pedagógicas de los aprendices en consideración dentro de la investigación. El estudio fue desarrollado usando un diseño de investigación cuantitativa. 107 profesores de inglés como lengua extranjera en formación participaron en la fase de respuesta al cuestionario, mientras que 86 de los cuales participaron en la fase de intervención del estudio. Por catorce semanas, uno de los investigadores proporcionó a los profesores en formación una instrucción sobre características segmentales y suprasegmentales en la pronunciación de inglés. Los resultados revelaron que la participación tuvo actitudes positivas hacia la apropiada pronunciación en la lengua objetivo, lo que significa que los participantes acordaron sobre su importancia y lo percibieron como un componente vital del aprendizaje y enseñanza del idioma.
Finalmente, los resultados demostraron que los participantes tuvieron una mejoría significativa en la articulación de vocales y consonantes. Además, el presente estudio también encontró que los puntajes de pruebas posteriores sobre el nivel suprasegmental (estrés de la palabra, comprensibilidad de la entonación) fueron significativemente más altos que en la prueba inicial.
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