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The impact of explicit instruction on English intonation improvement in second semester pre-service teachers of a Spanish and English undergraduate program
dc.contributor.advisor | Bailey, Angela Christine | |
dc.contributor.author | Díaz Martínez, Deidier Luis | |
dc.date.accessioned | 2019-09-13T20:32:35Z | |
dc.date.available | 2019-09-13T20:32:35Z | |
dc.date.issued | 2019 | |
dc.identifier.uri | http://hdl.handle.net/10584/8613 | |
dc.description | Speech is influenced by numerous features both at a segmental and a suprasegmental level. Intonation, as part of its suprasegmental characteristics, holds a paramount position since it determines to some extent the natural flow of discourse and consequently, communication. Considering this, the present study depicts insights on the impact that explicit instruction has over the improvement of intonation in a group of pre service teachers in the second semester of a Spanish and English language teaching undergraduate program of a public university. An introduction and a rationale have been included to draft a picture of the general aspects concerning the research. The literature review section gathers the most correlated and relevant conceptual perspectives and studies that support the standpoints of this paper. The qualitative methodology adopted aligns the employment of a pre and post survey, a participatory observation description, an oral pre and a post test, and a reading aloud task assessed through a checklist in order to analyze how explicit instructional sessions on intonation caused an impact in the pre service teachers and whether this knowledge was transferred into their oral communicative abilities. The treated group was compared to a non-treated group to analyze behaviors. Findings revealed that explicit instruction notably enhanced the preservice teachers’ intonational accuracy in the vocalization of statements, yes-no questions and wh-questions. The sample group equalized the non-treated group and overcame it in other aspects. These outcomes contribute to visualize intonation as an attention-worthy asset of speech, restate the role of teachers as holistic language orienters and encourage further research in the specific area. | es_ES |
dc.format | application/pdf | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Universidad del Norte | es_ES |
dc.subject | Comunicación oral | es_ES |
dc.subject | Inglés -- Enseñanza | es_ES |
dc.subject | Entonación (Fonética) | es_ES |
dc.title | The impact of explicit instruction on English intonation improvement in second semester pre-service teachers of a Spanish and English undergraduate program | es_ES |
dc.type | masterThesis | es_ES |
dc.rights.accessRights | openAccess | es_ES |
dc.type.hasVersion | acceptedVersion | es_ES |
dc.publisher.program | Maestría en la Enseñanza del Inglés | es_ES |
dc.publisher.department | Instituto de Idiomas | es_ES |
dc.creator.degree | Magíster en la Enseñanza del Inglés | es_ES |