Explicit and systematic phonics instruction : an adventure with English vowel sounds.

Vista sencilla de ítem
dc.contributor.advisorRojas López, Ronald Andrésspa
dc.contributor.authorMendivelso Parada, Yessenia Paolaspa
dc.coverage.spatialBogotáspa
dc.coverage.temporal2018-2020spa
dc.date.accessioned2020-08-07T17:13:12Z
dc.date.available2020-08-07T17:13:12Z
dc.date.issued2020
dc.description.abstractenglishThis paper presents an action research proposal that investigates the impact of the Explicit and Systematic Phonics Instruction applied on the EFL second graders’ pronunciation of English vowels sounds when performing orally. The study took place at Prado Veraniego School in Bogotá. This research emerged from the continuous observations of the second graders’ English classes, which showed they had not started the reading process in English as a foreign language (EFL); thus, when they attempted to read words aloud they applied the Spanish rules of pronunciation, which is their first language (L1). The research objective was to analyze and describe this impact using field notes, recordings (video or audio), and photographs of artifacts, as the instruments for the data collection. Finally, the data obtained through the implementation stage was analyzed under the triangulation methodology.eng
dc.description.degreelevelTesis de pregradospa
dc.description.degreenameLicenciado en Español y Lenguas Extranjerasspa
dc.description.sponsorshipUniversidad Pedagógica Nacionalspa
dc.formatPDFspa
dc.format.mimetypeapplication/pdfspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.instnameinstname:Universidad Pedagógica Nacionalspa
dc.identifier.reponamereponame: Repositorio Institucional UPNspa
dc.identifier.repourlrepourl: http://repositorio.pedagogica.edu.co/
dc.identifier.urihttp://hdl.handle.net/20.500.12209/12157
dc.language.isospa
dc.publisherUniversidad Pedagógica Nacionalspa
dc.publisher.facultyFacultad de Humanidadesspa
dc.publisher.programLicenciatura en Español y Lenguas Extranjerasspa
dc.relation.referencesAdams, M. (2014). Knowledge for Literacy. American Federation of Teachers
dc.relation.referencesAdult Migrant English Program Research Centre. (2002). Fact sheet – What is pronunciation? Macquarie University. Sydney. Australia. Retrieved from http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf
dc.relation.referencesÁlvarez, D, Andrade, L & Beltrán, M. (2016). Pronunciation improvement in EFL Young learners through phonics instruction. Bogotá. Colombia: Corporación universitaria Minuto de Dios. Retrieved from http://repository.uniminuto.edu:8080/xmlui/bitstream/handle/10656/4454/TEXT_AlvarezRojasDaniel_2016.pdf?sequence=1&isAllowed=y
dc.relation.referencesArias, M & Contreras, D. (2010). The role of pronunciation in second grade students’ foreign language acquisition. Bogotá. Colombia: Universidad Pedagógica Nacional.
dc.relation.referencesBiemiller, A. (2014). Teaching Vocabulary. Early, Direct, and Sequential. American Federation of Teachers.
dc.relation.referencesBurns, A. (2010). Doing Action Research in English Language Teaching. A guide for practitioners. Madison Ave, New York: Taylor & Francis e-Library.
dc.relation.referencesCelce-Murcia, A, Brinton, D & Goodwin, J. (1996). Teaching Pronunciation. A reference for teachers of English to speakers of other languages. Cambridge University Press. Retrieved from https://es.slideshare.net/ysalgue/celce-murcias-teaching-pronunciation
dc.relation.referencesChing Kang Liu. (n. d). Phonics: Theory and Practice. National Taipei University. Retrieved from http://web.ntpu.edu.tw/~language/workshop/phonics.pdf
dc.relation.referencesGoldenberg, C, Hicks, J & Lit, I. (2014). Dual Language Learners. Effective Instruction in Early Childhood. American Federation of Teachers.
dc.relation.referencesHuyen, N (2015). Using games to improve pronunciation of the second year non-english major students at Hanoi university of Business and technology. Ha Noi, Vietnam: Ha Noi University of Business and Technology. Retrieved from https://mir-nauki.com/PDF/04PMN215.pdf
dc.relation.referencesHall, S & Moats, L. (2014). Why Reading to Children is important. American Federation of Teachers.
dc.relation.referencesLaurice, J. (2000). Developing first graders’ phonemic awareness, word identification and spelling: A comparison of two contemporary phonics instructional approaches. The Ohio State University. Retrieved from https://doi.org/10.1080/19388070009558318
dc.relation.referencesLesaux, N & Harris, J. (2015). Cultivating Knowledge, Building Language. United States.
dc.relation.referencesMartínez, A. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. Gist Education and Learning Research Journal. Retrieved from https://files.eric.ed.gov/fulltext/EJ1062615.pdf
dc.relation.referencesMartínez, C. (2016). Teaching Pronunciation through Experiential Learning and Pronunciation Techniques. Bogotá. Colombia: Corporación Universitaria Minuto de Dios. Retrieved from http://repository.uniminuto.edu:8080/xmlui/bitstream/handle/10656/4451/TEXT_MartinezCastellanosCristianAndres_2016.pdf?sequence=1
dc.relation.referencesMelgarejo, A & Ramírez, G. (2015). Une proposition innovatrice pour développer la prononciation du FLE à travers les moyens audiovisuels. Universidad Pedagogica Nacional. Bogotá, Colombia.
dc.relation.referencesNational Institute of Child Health and Human Development (NICHD). (2018). National Reading Panel Reports Combination of Teaching Phonics, Word Sounds, Giving Feedback on Oral Reading Most Effective Way to Teach Reading. Retrieved from https://www.nichd.nih.gov/news/releases/nrp
dc.relation.referencesNational Reading Panel. (2000). Teaching Children to Read: An evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Retrieved from https://www1.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf
dc.relation.referencesNeuman, S & Wright, T. (2014). The Magic of Words. Teaching Vocabulary in the Early Childhood Classrrom. American Federation of Teachers.
dc.relation.referencesPhillips, D & Carr, K. (2010). Becoming a Teacher through Action Research. Madison Avenue, New York: Taylor & Francis e-Library.
dc.relation.referencesPourhosein Gilakjani, A. (2012). The Significance of Pronunciation in English Language Teaching. English Language Teaching. Lahijan. Iran: Islamic Azad University. Retrieved from https://www.researchgate.net/publication/267722924_The_Significance_of_Pronunciation_in_English_Language_Teaching
dc.relation.referencesPrado Veraniego School. (2017). Manual de Convivencia. Bogotá, Colombia: Subdirección Imprenta Distrital D. D. D. I.
dc.relation.referencesRubio, R. (2012). Using audio-visual material to improve communicative skills and pronunciation. Bogotá. Colombia: Universidad Pedagógica Nacional.
dc.relation.referencesSitthitikul, P. (2014). Theoretical Review of Phonics Instruction for Struggling/Beginning Readers of English. Thammasat University. PASAA Vol. 48. Retrieved from https://files.eric.ed.gov/fulltext/EJ1077898.pdf
dc.relation.referencesSnow, C., Burns, M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
dc.relation.referencesState of New South Wales through the Department of Education and Training (NSWDETLD). (2009). Literacy teaching guide. Phonics. State of New South Wales. Retrieved from https://my.vanderbilt.edu/specialeducationinduction/files/2011/09/1-Literacy-teaching-guide-phonics.pdf
dc.relation.referencesSzpyra-Kozlowska, J. (2014). Pronunciation in EFL Instruction. A Research-Based Approach. Multilingual Matters. Retrieved from https://books.google.com.co/books?id=9pRGBQAAQBAJ&printsec=frontcover&hl=es#v=onepage&q&f=false
dc.relation.referencesVera, E, Chapeton &Buitrago. An Informed and Reflective Approach to Language Teaching and Materials Design. Bogotá. Colombia, 2019.
dc.rights.accessAcceso abiertospa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.creativecommonsAttribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcereponame:Repositorio Institucional de la Universidad Pedagógica Nacionalspa
dc.sourceinstname:Universidad Pedagógica Nacionalspa
dc.subjectInstrucción fónicaspa
dc.subjectPronunciaciónspa
dc.subjectSonidos de las vocales en inglésspa
dc.subjectEstudiantes de segundo gradospa
dc.subjectAprendizaje de vocabulariospa
dc.subject.keywordsPhonics instructioneng
dc.subject.keywordsPronunciationeng
dc.subject.keywordsSecond gradeeng
dc.subject.keywordsLearning vocabularyeng
dc.subject.keywordsEnglish vowel soundseng
dc.titleExplicit and systematic phonics instruction : an adventure with English vowel sounds.spa
dc.title.translatedExplicit and systematic phonics instruction : an adventure with English vowel sounds.eng
dc.typeinfo:eu-repo/semantics/bachelorThesis
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1feng
dc.type.driverinfo:eu-repo/semantics/bachelorThesiseng
dc.type.localTesis/Trabajo de grado - Monografía – Pregradospa
dc.type.versioninfo:eu-repo/semantics/acceptedVersion
dc.type.versionhttp://purl.org/coar/version/c_ab4af688f83e57aa

Archivos

Bloque original

Mostrando 1 - 1 de 1
Miniatura
Nombre:
Explicit and Systematic Phonics Instruction.pdf
Tamaño:
2.31 MB
Formato:
Adobe Portable Document Format
Descripción:
Trabajo de Grado
Descargar

Bloque de licencias

Mostrando 1 - 2 de 2
No hay miniatura disponible
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar
No hay miniatura disponible
Nombre:
lic paola.pdf
Tamaño:
95.29 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar

Colecciones

Licenciatura en Español y Lenguas Extranjeras