Pronunciation Resources for Primary School Teachers and Learners

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  • Iker Estalayo Santamara

    Pronunciation Resources for Primary School Teachersand Learners

    Mara Jess Hernez Lerena

    Facultad de Letras y de la Educacin

    Grado en Educacin Primaria

    2012-2013

    Ttulo

    Autor/es

    Director/es

    Facultad

    Titulacin

    Departamento

    TRABAJO FIN DE GRADO

    Curso Acadmico

  • El autor Universidad de La Rioja, Servicio de Publicaciones, 2013

    publicaciones.unirioja.esE-mail: publicaciones@unirioja.es

    Pronunciation Resources for Primary School Teachers and Learners, trabajo finde grado

    de Iker Estalayo Santamara, dirigido por Mara Jess Hernez Lerena (publicado por la Universidad de La Rioja), se difunde bajo una Licencia

    Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 Unported. Permisos que vayan ms all de lo cubierto por esta licencia pueden solicitarse a los

    titulares del copyright.

  • Trabajo de Fin de Grado

    PRONUNCIATION RESOURCES FOR PRIMARY SCHOOL

    TEACHERS AND LEARNERS

    Autor:

    IKER ESTALAYO SANTAMARA

    Tutor/es:

    Fdo.MARA JESS HERNEZ LERENA

    Titulacin:

    Grado en Educacin Primaria [206G]

    Facultad de Letras y de la Educacin

    AO ACADMICO: 2012/2013

  • Page 2

  • Page 3

    INDEX

    1. Abstract /Resumen ..................................................................................................... 5

    2. Introduction ............................................................................................................... 7

    3. Objectives .................................................................................................................. 9

    4. Methodology ............................................................................................................ 11

    5. A comparison between English and Spanish ........................................................... 13

    6. Resources for Primary School English teachers ...................................................... 15

    6.1. Online dictionaries ........................................................................................... 15

    6.2. Pronunciation sites ........................................................................................... 20

    6.3. Talking with native speakers ............................................................................ 24

    6.4. Getting started in phonetics .............................................................................. 28

    6.5. How to record audios ....................................................................................... 31

    6.6. Recording our voice with Audacity .................................................................. 32

    7. Resources for learners of English in Primary School: ............................................. 35

    7.1. The arrangement of the classroom: what to do and what not to do ................. 35

    7.2. Reading aloud ................................................................................................... 38

    7.3. Textbooks ......................................................................................................... 40

    7.4. Songs and nursery rhymes ............................................................................... 43

    7.5. Drills ................................................................................................................. 48

    8. Conclusions ............................................................................................................. 51

    9. References ............................................................................................................... 53

    Annex 1: Audio configuration ........................................................................................... i

    FIGURES

    Figure 1: INE study ......................................................................................................... 13

    Figure 2: Cambridge Dictionaries ................................................................................... 16

    Figure 3: Wordreference ................................................................................................. 16

    Figure 4: Collins English Dictionary .............................................................................. 17

    Figure 5: Collins English Dictionary (Translations) ....................................................... 18

    Figure 6: Merrian-Websters Learners Dictionary ........................................................ 19

    Figure 7: Forvo ............................................................................................................... 21

    Figure 8: Inogolo ............................................................................................................ 22

    Figure 9: Sounds Familiar? ............................................................................................. 23

    Figure 10: Howjsay ......................................................................................................... 24

    Figure 11: Conversation Exchange ................................................................................. 25

    file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008757file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008758file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008759file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008760file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008761file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008763file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008764file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008765file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008766file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008767

  • Page 4

    Figure 12: Conversation Exchange: Profile .................................................................... 26

    Figure 13: My Language Exchange ................................................................................ 27

    Figure 14: Italki .............................................................................................................. 27

    Figure 15: Phonetics: The Sounds of American English ................................................ 28

    Figure 16: British Council- Phonemic Chart .................................................................. 29

    Figure 17: The phonemic alphabet. (Hancock 2007: 130) ............................................. 30

    Figure 18: Audacity ........................................................................................................ 31

    Figure 19: Audacity: Experience ................................................................................. 33

    Figure 20: Traditional teacher-fronted seating structure. ............................................ 36

    Figure 21: semi-circular seating structure. (Drnyei and Murphey 2009: 81). ........... 36

    Figure 22: The circle seating structure fosters interpersonal attraction and

    involvement. (Drnyei and Murphey 2009: 82). .......................................................... 37

    Figure 23: Ad hoc cluster of chairs/desks. (Drnyei and Murphey 2009: 82). ........... 37

    Figure 24: Example of a Bug Phonics activity (Papiol and Toth 2009: 31) ............... 41

    Figure 25: Mother Goose Club ....................................................................................... 45

    Figure 26: Control Panel .................................................................................................... i

    Figure 27: Devices (I) ....................................................................................................... ii

    Figure 28: Devices (II) ..................................................................................................... iii

    Figure 29 Devices (III) .................................................................................................... iv

    file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008768file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008769file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008771file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008772file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008773file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008774file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008776file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008777file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008778file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008778file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008779file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc361008780file:///H:/Uni/Cuarto/Segundo%20cuatrimestre/TFG/TFG%20IKER%20ESTALAYO%20final.docx%23_Toc36100