The efficacy of a reading aloud task in the teaching of pronunciation

María Martínez Adrián

doi:10.18172/jes.2825

Autores/as

María Martínez Adrián University of the Basque Country

DOI:

https://doi.org/10.18172/jes.2825

Palabras clave:

Pronunciación, enseñanza explícita, práctica de lectura en voz alta, percepción y conciencia

Resumen

Estudios empíricos han demostrado que la enseñanza explícita de la pronunciación redunda en una mejoría tanto a nivel de percepción (Strange y Dittman 1984; Jamieson y Morosan 1986; Cenoz y García Lecumberri 1999, entre otros) como de producción oral (Couper 2003; Derwing y Munro 2005; Smith y Beckman 2005, entre otros). Sin embargo, se hace necesario testar diferentes actividades dirigidas a la enseñanza explícita de la pronunciación. El objetivo de esta investigación-acción es testar la eficacia del uso de una tarea de lectura en voz alta con un componente de percepción y conciencia en la enseñanza de la pronunciación y por otro lado, recabar las opiniones de los estudiantes acerca del uso de esta herramienta. Veinte estudiantes de primer curso de Estudios Ingleses de la Universidad del País Vasco participaron en este estudio. Diez textos escritos fueron seleccionados por los profesores para practicar la lectura en voz alta durante 10 semanas. Los estudiantes atravesaron dos fases en cada texto de lectura en voz alta: percepción y conciencia. Fueron testados a nivel de articulación de sonidos, acentuación y entonación por medio de dos textos distintos en dos momentos diferentes en el tiempo. Se administró también un cuestionario para analizar sus opiniones sobre la eficacia de esta tarea de lectura en voz alta en su aprendizaje de la pronunciación. La evaluación de las grabaciones reveló mejores puntuaciones en el segundo texto analizado y por tanto una mejoría en todas las categorías analizadas. Del mismo modo, el análisis del cuestionario también indicó que los estudiantes consideraban esta herramienta de gran utilidad para la mejoría de su pronunciación en inglés.

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