Enl@ce: revista Venezolana de Información, Tecnología y Conocimiento, Apr 1, 2006
2 Profesora de lenguas extranjeras. Mención inglés. Magíster en Educación, mención Enseñanza del ... more 2 Profesora de lenguas extranjeras. Mención inglés. Magíster en Educación, mención Enseñanza del inglés como lengua extranjera.
El objetivo de esta investigacion fue determinar cual es el nivel de conocimiento, uso y opinion ... more El objetivo de esta investigacion fue determinar cual es el nivel de conocimiento, uso y opinion de los docentes de ingles de Educacion Media-Diversificada, con respecto a las paginas web. La investigacion fue de tipo no experimental y descriptivo. Se aplico una encuesta a los docentes de ingles como lengua extranjera, con el fin de constatar el nivel de analisis interpretativo de los docentes. Los resultados arrojan que los encuestados en su mayoria, demostraron poseer conocimientos basicos requeridos en el aprovechamiento de las paginas web, con el fin de mejorar la ensenanza del ingles, demostrando una actitud favorable con alta aceptacion en la incorporacion de la web al hecho educativo.
The goal of this research was to determine what is the level of knowledge, use and opinion of hig... more The goal of this research was to determine what is the level of knowledge, use and opinion of high school teachers regarding web pages. The research was no experimental and descriptive. We applied a survey to the teachers of English as a foreign language, looking forward to contrast the level of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal required knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.
The goal of this research was to determine what is the level of knowledge, use and opinion of hig... more The goal of this research was to determine what is the level of knowledge, use and opinion of high school teachers regarding web pages. The research was no experimental and descriptive. We applied a survey to the teachers of English as a foreign language, looking forward to contrast the level of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal required knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.
Most foreign language learning theories suggest that learners present difficulties when pronounci... more Most foreign language learning theories suggest that learners present difficulties when pronouncing new phonemes of the language learned, mostly if they are similar to the phonemes of their mother tongue. This is usually due to the fact that they do not discriminate the new sounds properly. The purpose of this study is to identify the most common French phonemes Spanish-children usually mix up with their opposite sound, when they have to discriminate them. As a result, there is interference during the learning process, the words are mispronounced, which causes problems when communicating. This research presents the results of a test in which we evaluate perception of opposite phonemes in French in a group of Spanish-speaking children. Initially, we determine and analyse errors (confusion of phonemes) and the difficulties of pronunciation presented. This test of auditory discrimination was designed using the 'Psychopy' program. The participants were 36 elementary school children, aged from 6 to 11 years old. There were 18 male participants and 18 female participants. These children do not speak French, but they are willing to learn it. During the test, the participants had to recognize some French phonemes which are generally confused by Hispanic adults. Most of the youngest children presented difficulties when discriminating the sounds in general. 50% of the participants confused phoneme /u/ with phoneme /y/. More than 40% of the participants mixed phonemes /ɛ/ and /oe/. Confusion of nasal vowels /ɑ ̃ /-/ɔ ̃ / was up to 55%, and we have to add 8% of the children that did not recognize the difference between these two vowels. In the case of opposite consonants, /s/-/z/ and /v/-/b/, only 33% of the participants made errors. More than 50% of the participants confused /g/ with /ʁ/, and 8% did not know if they were different or similar sounds. According to Tomé (1997), adults also get confused with these French phonemes, though the percentages are lower tan in children.
The goal of this research was to determine what is the level of knowledge, use and opinion of hig... more The goal of this research was to determine what is the level of knowledge, use and opinion of high school teachers regarding web pages. The research was no experimental and descriptive. We applied a survey to the teachers of English as a foreign language, looking forward to contrast the level of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal required knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.
This study investigates the pronunciation of a group of elementary school children who attempt to... more This study investigates the pronunciation of a group of elementary school children who attempt to learn French as a second language (L2). This paper examines the characteristics in the oral production of a set of minimal pairs in French (like, lu-loup) which could be confusing for Hispanic beginners in French (L2), due to the fact that their pronunciation are similar. That is, one of the phonemes is found in their mother tongue, like /u/, and the one does not exist in their mother's tongue phonological system, like in the case of /y/. The theoretical framework was mainly grounded in Flege's (1995) Speech Learning Model (SLM), claiming that dissimilar non-native sounds are easier to acquire than the similar ones. Thus, some questions are trying to be answered: Will children make the expected mistakes (confusing /u/ and /y/)? Which strategies are they going to use when pronouncing a word with an inexistent phoneme in their mother tongue? Someone learning a language must develop abilities that permit a close match between output and input (Flege, 1988). The present study compares the oral production of thirty six (36) children in elementary school (from 6 to 11 years old), eighteen (18) boys and eighteen (18) girls. For this research, children listened two (2) or three (3) times the words in French (from a native speaker) and as they felt ready to pronounce them. They were recorded with the Audacity software. To asses pronunciation, acoustic measurements were made with Praat. The studied sounds were segmented by hand and their formants were considered for the further analysis. A French phoneticist has also made an impressionistic transcription of the minimal pairs. The results showed that in most cases, the word "soeur" was pronounced like the word "sert" /sɛʁ/, the phoneme /oe/ does not exist in the Spanish phonological system (SPS), so children used a similar phoneme. In the case of the minimal pairs "fasse" et "phase", children produced it like an /s/ (as expected), but according to the results, they also doubled the length of the preceding vowel. "Phase" was pronounced /fa:s/. The nasal vowels were pronounced in most cases as followed; "main" /mɛ ̃ /, as /ma/ and "mont" /mõ/, as /mu/. For the minimal pairs "bout" et "vous", 100% of the cases were pronounced correctly. The labio-dental consonant /v/ did not present any problem for children, even thought this is not an existing phoneme in the SPS. In a further study, the same minimal pairs will be analyzed (production and perception), but in that case after a phonetic training to learn these new sounds.
Enl@ce: revista Venezolana de Información, Tecnología y Conocimiento, Apr 1, 2006
2 Profesora de lenguas extranjeras. Mención inglés. Magíster en Educación, mención Enseñanza del ... more 2 Profesora de lenguas extranjeras. Mención inglés. Magíster en Educación, mención Enseñanza del inglés como lengua extranjera.
El objetivo de esta investigacion fue determinar cual es el nivel de conocimiento, uso y opinion ... more El objetivo de esta investigacion fue determinar cual es el nivel de conocimiento, uso y opinion de los docentes de ingles de Educacion Media-Diversificada, con respecto a las paginas web. La investigacion fue de tipo no experimental y descriptivo. Se aplico una encuesta a los docentes de ingles como lengua extranjera, con el fin de constatar el nivel de analisis interpretativo de los docentes. Los resultados arrojan que los encuestados en su mayoria, demostraron poseer conocimientos basicos requeridos en el aprovechamiento de las paginas web, con el fin de mejorar la ensenanza del ingles, demostrando una actitud favorable con alta aceptacion en la incorporacion de la web al hecho educativo.
The goal of this research was to determine what is the level of knowledge, use and opinion of hig... more The goal of this research was to determine what is the level of knowledge, use and opinion of high school teachers regarding web pages. The research was no experimental and descriptive. We applied a survey to the teachers of English as a foreign language, looking forward to contrast the level of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal required knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.
The goal of this research was to determine what is the level of knowledge, use and opinion of hig... more The goal of this research was to determine what is the level of knowledge, use and opinion of high school teachers regarding web pages. The research was no experimental and descriptive. We applied a survey to the teachers of English as a foreign language, looking forward to contrast the level of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal required knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.
Most foreign language learning theories suggest that learners present difficulties when pronounci... more Most foreign language learning theories suggest that learners present difficulties when pronouncing new phonemes of the language learned, mostly if they are similar to the phonemes of their mother tongue. This is usually due to the fact that they do not discriminate the new sounds properly. The purpose of this study is to identify the most common French phonemes Spanish-children usually mix up with their opposite sound, when they have to discriminate them. As a result, there is interference during the learning process, the words are mispronounced, which causes problems when communicating. This research presents the results of a test in which we evaluate perception of opposite phonemes in French in a group of Spanish-speaking children. Initially, we determine and analyse errors (confusion of phonemes) and the difficulties of pronunciation presented. This test of auditory discrimination was designed using the 'Psychopy' program. The participants were 36 elementary school children, aged from 6 to 11 years old. There were 18 male participants and 18 female participants. These children do not speak French, but they are willing to learn it. During the test, the participants had to recognize some French phonemes which are generally confused by Hispanic adults. Most of the youngest children presented difficulties when discriminating the sounds in general. 50% of the participants confused phoneme /u/ with phoneme /y/. More than 40% of the participants mixed phonemes /ɛ/ and /oe/. Confusion of nasal vowels /ɑ ̃ /-/ɔ ̃ / was up to 55%, and we have to add 8% of the children that did not recognize the difference between these two vowels. In the case of opposite consonants, /s/-/z/ and /v/-/b/, only 33% of the participants made errors. More than 50% of the participants confused /g/ with /ʁ/, and 8% did not know if they were different or similar sounds. According to Tomé (1997), adults also get confused with these French phonemes, though the percentages are lower tan in children.
The goal of this research was to determine what is the level of knowledge, use and opinion of hig... more The goal of this research was to determine what is the level of knowledge, use and opinion of high school teachers regarding web pages. The research was no experimental and descriptive. We applied a survey to the teachers of English as a foreign language, looking forward to contrast the level of interpretational analysis among teachers. The results reveal that the vast majority of those surveyed prove to have minimal required knowledge, using web pages, as a mean to improve English teaching, displaying a favorable attitude with high acceptance in the incorporation of web pages to the educational process.
This study investigates the pronunciation of a group of elementary school children who attempt to... more This study investigates the pronunciation of a group of elementary school children who attempt to learn French as a second language (L2). This paper examines the characteristics in the oral production of a set of minimal pairs in French (like, lu-loup) which could be confusing for Hispanic beginners in French (L2), due to the fact that their pronunciation are similar. That is, one of the phonemes is found in their mother tongue, like /u/, and the one does not exist in their mother's tongue phonological system, like in the case of /y/. The theoretical framework was mainly grounded in Flege's (1995) Speech Learning Model (SLM), claiming that dissimilar non-native sounds are easier to acquire than the similar ones. Thus, some questions are trying to be answered: Will children make the expected mistakes (confusing /u/ and /y/)? Which strategies are they going to use when pronouncing a word with an inexistent phoneme in their mother tongue? Someone learning a language must develop abilities that permit a close match between output and input (Flege, 1988). The present study compares the oral production of thirty six (36) children in elementary school (from 6 to 11 years old), eighteen (18) boys and eighteen (18) girls. For this research, children listened two (2) or three (3) times the words in French (from a native speaker) and as they felt ready to pronounce them. They were recorded with the Audacity software. To asses pronunciation, acoustic measurements were made with Praat. The studied sounds were segmented by hand and their formants were considered for the further analysis. A French phoneticist has also made an impressionistic transcription of the minimal pairs. The results showed that in most cases, the word "soeur" was pronounced like the word "sert" /sɛʁ/, the phoneme /oe/ does not exist in the Spanish phonological system (SPS), so children used a similar phoneme. In the case of the minimal pairs "fasse" et "phase", children produced it like an /s/ (as expected), but according to the results, they also doubled the length of the preceding vowel. "Phase" was pronounced /fa:s/. The nasal vowels were pronounced in most cases as followed; "main" /mɛ ̃ /, as /ma/ and "mont" /mõ/, as /mu/. For the minimal pairs "bout" et "vous", 100% of the cases were pronounced correctly. The labio-dental consonant /v/ did not present any problem for children, even thought this is not an existing phoneme in the SPS. In a further study, the same minimal pairs will be analyzed (production and perception), but in that case after a phonetic training to learn these new sounds.
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