Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners

The study described in this thesis was conducted with a number of L1 Spanish learners of L2 English who were students of English Pronunciation Practice (EPP), an undergraduate pronunciation course taught in English Teaching, Translation and Research programs at Facultad de Lenguas (FL), Universidad...

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Detalles Bibliográficos
Autor principal:	Capell, Martín
Otros Autores:	Bombelli, Griselda
Formato:	Tesis de Maestría en Inglés
Lenguaje:	Inglés
Publicado:	2018
Materias:	Inglés como segunda lengua Fonética Pronunciación Evaluación Estudiantes universitarios
Acceso en línea:	http://hdl.handle.net/11086/6191
Aporte de:	Repositorio Digital Universitario (UNC) de Universidad Nacional de Córdoba

id	I10-R14111086-6191
record_format	dspace
institution	Universidad Nacional de Córdoba
institution_str	I-10
repository_str	R-141
collection	Repositorio Digital Universitario (UNC)
language	Inglés
topic	Inglés como segunda lengua Fonética Pronunciación Evaluación Estudiantes universitarios
spellingShingle	Inglés como segunda lengua Fonética Pronunciación Evaluación Estudiantes universitarios Capell, Martín Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners
topic_facet	Inglés como segunda lengua Fonética Pronunciación Evaluación Estudiantes universitarios
description	The study described in this thesis was conducted with a number of L1 Spanish learners of L2 English who were students of English Pronunciation Practice (EPP), an undergraduate pronunciation course taught in English Teaching, Translation and Research programs at Facultad de Lenguas (FL), Universidad Nacional de Córdoba (UNC). It was aimed at investigating whether explicit phonics instruction contributes positively to the oral production and phonemic transcription of unfamiliar words of a number of university-level L1 Spanish learners of L2 English. A quasi-experimental research designed was used and the data obtained were analyzed with a quantitative method. The participating students were divided into experimental and control groups. The total number of students whose performance was analyzed was 62 (experimental = 33 and control = 29). Both groups were pretested on oral production and phonemic transcription of unfamiliar words. Next, the experimental group received a six-lesson phonics instruction focusing on the pronunciation and transcription of six specific orthographic combinations. After that both groups were posttested in terms similar to the pretest. All the data collected were analyzed using the dependent t test (also known as paired t test) to assess the difference between the averages obtained in the pretest and posttest conditions by each group. This was complemented with a variability analysis conducted to determine the degree of difficulty caused by the different combinations to the participating students. The results obtained from this study confirm the hypothesis that students who received explicit phonics instruction performed better in terms of oral production and phonemic transcription of unfamiliar words containing the orthographic combinations chosen than did students who did not receive such instruction. Pedagogical implications, practical applications and directions for future research are given.
author2	Bombelli, Griselda
author_facet	Bombelli, Griselda Capell, Martín
format	Tesis de Maestría en Inglés
author	Capell, Martín
author_sort	Capell, Martín
title	Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners
title_short	Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners
title_full	Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners
title_fullStr	Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners
title_full_unstemmed	Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners
title_sort	interweaving letters and sounds : the impact of phonics instruction in english on the oral production and symbolic representation of sounds among university-level l2 english learners
publishDate	2018
url	http://hdl.handle.net/11086/6191
work_keys_str_mv	AT capellmartin interweavinglettersandsoundstheimpactofphonicsinstructioninenglishontheoralproductionandsymbolicrepresentationofsoundsamonguniversitylevell2englishlearners
bdutipo_str	Repositorios
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Interweaving letters and sounds : the impact of phonics instruction in English on the oral production and symbolic representation of sounds among university-level L2 English learners

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