Evaluation of the teaching learning process of pronunciation in English as a foreign language with emphasis in intonation in 10th grade, at Instituto Nacional Héroes y Mártires De La Reforma (INHMARE) Masaya, second semester 2019
Learning a foreign language implies to develop a variety of skills like listening, speaking, writing and so on. Pronunciation is one of the most important sub skills in English language teaching (Gilakjani & Banou Sabouri, 2016). This is because pronunciation and its components like intonation...
|Main Authors:||Padilla Palacios, Josselyne Adriana, Martinez Pavón, Mariela Daleska, Cruz Rivera, Ulises Johel|
Learning a foreign language implies to develop a variety of skills like listening, speaking, writing and so on.
Pronunciation is one of the most important sub skills in English language teaching (Gilakjani & Banou Sabouri, 2016). This is because pronunciation and its components like intonation help students to improve their oral communication. However, it has been observed that in many public secondary schools, specifically students of 10th grade at Instituto Nacional Héroes y Mártíres de la Reforma have difficulties with this English pronunciation, since the English teacher does not pay much attention to teach it and as a result of this, students do not acquire the right intonation when they talk.
The main objective of this research is to evaluate the teaching learning process of pronunciation in English as a foreign language with emphasis in intonation in 10th grade at Instituto Nacional Héroes Y Mártires De La Reforma (INHMARE), Masaya second semester 2019. It also approaches the difficulties that both teachers and students face to manage this component, which belongs to the subskill of pronunciation as well as emphasize the reasons why teachers get less attention to this essential ability. In addition, this research focuses on the importance that pronunciation has in the learning process of the English language. Finally, it will provide some possible solutions to decrease this problem.
To carry out this study, four instruments were designed: First, an observation guide which permitted us to evaluate the teaching learning process of pronunciation with emphasis in intonation, then a survey was done to the students, and an interview was conducted in order to assess the English teacher´s teaching methodology. In addition, it was applied a pronunciation test to the students in order to explore if they were able to identify the intonation (stress) of some words and phrases such as control, decision, father, how are you? My mom understands Spanish, etc.; moreover, through this test we wanted to know if they could pronounce certain English words correctly. These techniques were useful to analyze the data and provide a conclusion at the end of this paper