Advancing EFL pronunciation pedagogy : insights from preservice teachers' classroom interventions.

Rincon Piragauta, Adriana

Advancing EFL pronunciation pedagogy : insights from preservice teachers' classroom interventions.

dc.contributor.advisor	Mellizo Guaqueta, Nelson	spa
dc.contributor.author	Rincon Piragauta, Adriana
dc.coverage.spatial	Bogotá, Colombia.	spa
dc.coverage.temporal	2020-2024	spa
dc.date.accessioned	2025-06-19T20:56:28Z
dc.date.available	2025-06-19T20:56:28Z
dc.date.issued	2025
dc.description.abstract	Este estudio examina las estrategias pedagógicas de enseñanza de la pronunciación en inglés como lengua extranjera (EFL) de profesores en formación mediante el análisis de 15 tesis de investigación-acción del repositorio de la Universidad Pedagógica Nacional (UPN) (2020-2024). Utilizando un enfoque cualitativo de investigación documental, la investigación caracteriza las estrategias más utilizadas, su enfoque en los componentes de la pronunciación (segmentales, suprasegmentales, estructura silábica y procesos de habla conectada) y su impacto en los estudiantes, guiada por el marco de Brown (2014). Los hallazgos muestran una predominancia de estrategias de la Enseñanza Comunicativa del Lenguaje (CLT) temprana - como el Aprendizaje Basado en Tareas, el Aprendizaje Basado en Proyectos y la instrucción fonética - adaptadas a contextos de primaria y secundaria, con los componentes de pronunciación segmentales abordados universalmente y los suprasegmentales destacados en el 60% de los estudios, priorizando la inteligibilidad sobre la pronunciación nativa. La mayoría de las tesis (13/15) reportan impactos positivos, mejorando la precisión y fluidez en la pronunciación, evaluados mediante métodos diversos como retroalimentación integrada y tareas de desempeño. El estudio resalta un cambio hacia enfoques comunicativos y centrados en el estudiante, ofreciendo perspectivas para perfeccionar la pedagogía de la pronunciación en contextos EFL y sugiriendo un enfoque más equilibrado en suprasegmentales y características avanzadas para optimizar la inteligibilidad.	spa
dc.description.abstractenglish	This study investigates English as a Foreign Language (EFL) pronunciation pedagogical strategies applied by preservice teachers by analyzing 15 action research theses from the Universidad Pedagógica Nacional (UPN) repository (2020-2024). Employing a qualitative documentary research approach, the research characterizes the most frequently used strategies, their focus on pronunciation components (segmentals, suprasegmentals, syllable structure, and connected speech processes), and their impact on learners, guided by Brown's (2014) framework. Findings reveal a predominance of Early Communicative Language Teaching (CLT) strategies - such as Task-Based Learning, Project-Based Learning, and phonics instruction - tailored to primary and secondary settings, with segmentals universally targeted and suprasegmentals emphasized in 60% of studies, prioritizing intelligibility over nativelikeness. Most theses (13/15) report positive impacts, enhancing pronunciation accuracy and fluency, assessed through diverse methods like embedded feedback and performance tasks. The study highlights a shift toward learner-centered, communicative approaches, offering insights for refining pronunciation pedagogy in EFL contexts while suggesting a more balanced focus on suprasegmentals and advanced features for optimal intelligibility.	eng
dc.description.degreelevel	Pregrado	spa
dc.description.degreename	Licenciado en Español y Lenguas Extranjeras	spa
dc.format.mimetype	application/pdf	spa
dc.identifier.instname	instname:Universidad Pedagógica Nacional	spa
dc.identifier.reponame	reponame: Repositorio Institucional UPN	spa
dc.identifier.repourl	repourl: http://repositorio.pedagogica.edu.co/
dc.identifier.uri	http://hdl.handle.net/20.500.12209/21170
dc.language.iso	eng	spa
dc.publisher	Universidad Pedagógica Nacional	spa
dc.publisher.faculty	Facultad de Humanidades	spa
dc.publisher.program	Licenciatura en Español y Lenguas Extranjeras	spa
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dc.rights.accessrights	info:eu-repo/semantics/openAccess
dc.rights.accessrights	http://purl.org/coar/access_right/c_abf2
dc.rights.creativecommons	Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri	https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject	Pronunciación EFL	spa
dc.subject	Estrategias pedagógicas	spa
dc.subject	Escuelas colombianas	spa
dc.subject	Componentes de la pronunciación	spa
dc.subject	Inteligibilidad	spa
dc.subject	Profesores en formación	spa
dc.subject.keywords	EFL pronunciation	eng
dc.subject.keywords	Pedagogical strategies	eng
dc.subject.keywords	Pedagogical strategies	eng
dc.subject.keywords	Pronunciation components	eng
dc.subject.keywords	Intelligibility	eng
dc.subject.keywords	Pre-service teachers	eng
dc.title	Advancing EFL pronunciation pedagogy : insights from preservice teachers' classroom interventions.	spa
dc.type.coar	http://purl.org/coar/resource_type/c_7a1f	eng
dc.type.driver	info:eu-repo/semantics/bachelorThesis	eng
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion
dc.type.local	Tesis/Trabajo de grado - Monografía - Pregrado	spa