Impact of visual based prosody training on listening micro-skills.

Vista sencilla de ítem
dc.contributor.advisorRodríguez, Clara Eunice
dc.contributor.authorErazo Avendaño, Raúl Alfonso
dc.coverage.spatialBogotáspa
dc.date.accessioned2016-06-09T21:17:32Z
dc.date.available2016-06-09T21:17:32Z
dc.date.created2014-07-24
dc.description.abstractEl fomento de la habilidad de escucha en el aprendizaje del idioma inglés ha sido directamente acercado al desarrollo de estrategias para mejorar la escucha comprensión. Sin embargo, incluso abrazar tal habilidad receptiva en clase, el lenguaje educadores han prestado poca atención al desarrollo de las habilidades de escucha micro necesaria para permitir la comunicación genuina. Como Ylinen (2010) sostiene, la correcta la comprensión del habla idioma extranjero requiere un reconocimiento adecuado de los sonidos del habla. Con esto en mente, este estudio trata de determinar hasta qué punto formación basada visual en la prosodia de la lengua facilitaría escucha los alumnos el desarrollo de micro-habilidades. Esta investigación involucró a 29 pre-servicio de idiomas Inglés profesores de una universidad pública que se inscribieron en la fonética y por supuesto fonología. Dentro de la clase de instrucción y actividades fuera de clase eran implementado por implique la utilización del software de análisis de realimentación visual acústico.spa
dc.description.abstractFostering the listening skill in English language learners has been directly approached to the development of strategies for enhancing listening comprehension. However, even embracing such receptive skill in class, language educators have paid scant regard to the development of listening micro-skills needed to enable genuine communication. As Ylinen (2010) contends, the correct comprehension of foreign language speech requires an adequate recognition of the speech sounds. With this in mind, this study sought to determine to what extent visual based training in prosody of the language would facilitate learners’ listening micro-skills development. This research involved 29 pre-service English language teachers from a public university who were enrolled in the Phonetics and Phonology course. In-class instruction and outside class activities were implemented by entailing the use of the acoustic analysis software visual feedback.Eng
dc.formatPDF
dc.format.mimetypeapplication/pdf
dc.identifier.instnameinstname:Universidad Librespa
dc.identifier.reponamereponame:Repositorio Institucional Universidad Librespa
dc.identifier.urihttps://hdl.handle.net/10901/8574
dc.language.isospa
dc.relation.referencesAkker, E., & Cutler, A. (2003). Prosodic cues to semantic structure in native and nonnative listening. Bilingualism: Language and Cognition, 6(2), 81–96eng
dc.relation.referencesAliaga C., & Mora, J. C. (2007). Assessing the Effects of Phonetic Training on L2 Sound Perception and Production. Quarterly Journal in Modern Foreign Literatures.eng
dc.relation.referencesAnderson, J. (1998). Interpreting Visual feedback On Suprasegmentals In Computer Assisted Pronunciation Instruction. CALICO Journal,, 11(4), 5–22eng
dc.relation.referencesAnderson, P. (1993). Defining intelligibility parameters: The secret of sounding native. XXVII TESOL Annual Convention, Atlantaeng
dc.relation.referencesBatova, N. (2013). International Journal of Education and Research. Vol. 1 No. 4eng
dc.relation.referencesBoutsen , F. (2003, March 04). Prosody: The Music of Language and Speech. The ASHA Leadereng
dc.relation.referencesBrown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longman.eng
dc.relation.referencesBuck, G. (2001). Assessing Listening. Cambridge: Cambridge University Press.eng
dc.relation.referencesBurns, A., & Richards, J. (2009). The Cambridge Guide to Second Languageeng
dc.relation.referencesBurns, A., & Richards, J. (2009). The Cambridge Guide to Second Language Teacher Education. Cambridge: Cambridge University Presseng
dc.relation.referencesBradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. (1999). Training Japanese listeners to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception & Psychophysics, 61, 977– 985.eng
dc.relation.referencesBrovchenko, T. (1964).“English Phonetics” (a contrastive study of English and Ukrainian pronunciation). Linguistics Journal. Vol.12 No 1eng
dc.relation.referencesBrown, H. D. (2004). Language assessment:principles and classroom practices. New York,USA: Pearson Education.eng
dc.relation.referencesBrown, D. H. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Longmaneng
dc.relation.referencesByrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals 17:317-29eng
dc.relation.referencesCarrier, K. 2003. Improving high school English language learners’ second language listening through strategy instruction. In Bilingual Research Journal, vol.27 No.3, pp. 383-408.eng
dc.relation.referencesCassady, J. C., Smith, L. L., & Huber, L. K. (2005). Enhancing Validity in Phonological Awareness Assessment through Computer-Supported Testing. Practical Assessment, Research & Evaluation, 10(18)eng
dc.relation.referencesCatts, H., & Kamhi, A. (Eds.). (2005). The connections between language and reading disabilities. Mahwah, NJ: Erlbaum.eng
dc.relation.referencesDeCasper, A., & Fifer, W. (1980). Of human bonding: Newborns prefer their mothers’ voices. Science, 208, 1174–1176.eng
dc.relation.referencesDe Rodriguez, C. (1993). On the acquisition of English rhythm: Theoretical and practical issues. Lenguas Modernas, 20, 151-164eng
dc.relation.referencesD’Autilia, R. (2004). The prosody and the music of the human speech. arXiv, physics.bi, 8. Retrieved from http://arxiv.org/abs/physics/0401100eng
dc.relation.referencesDowd, A., Smith, J., & Wolfe, J. O. E. (1998). Learning to pronounce vowel sounds in a foreign language using acoustic measurements of the vocal tract as feedback in real time . Key words. Sciences-New York, 20, 1–17eng
dc.relation.referencesFlowerdew, J., & Miller, L. (2006). Second language listening: Theory and practice. (p. 30).Cambridge: Cambridge University Press.eng
dc.relation.referencesGagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publisherseng
dc.relation.referencesGauthier, B., Shi, R., & Yi, X. (2009). Learning prosodic focus from continuous speech input: A neural network exploration. Language Learning and Development, 5(2), 94-114.eng
dc.relation.referencesGillon, G. T. (2004). Phonological awareness: From research to practice. New York: Guilford Presseng
dc.relation.referencesKamps, S. (2010). The word Brain. Paris: Flying Publisher & Kamps.eng
dc.relation.referencesKumaravadivelu, B. (2006). Understanding Language Teaching From Method to Post Method:Lawrence Erlbaum Associateseng
dc.relation.referencesKuzla, C., Ernestus, M., & Mitterer, H. (2006). Prosodic structure affects the production and perception of voice-assimilated German fricatives. In R. Hoffmann, & H. Mixdorff (Eds.), Speech prosody 2006. Dresden: TUD Press.Ladefoged, P. (2001). A course in Phonetics. Forth Worth: Harcourt College Publisherseng
dc.relation.referencesLado, Robert. 1957. Linguistics across cultures: Applied linguistics for language 61 teachers. Ann Arbor, MI: University of Michigan Press.eng
dc.relation.referencesLave, J., & Wenger E. (1991). Situated Learning. Cambridge: Cambridge University Press.eng
dc.relation.referencesLively, S. E., Logan, J. S., & Pisoni, D. B. (1993). Training Japanese listeners to identify English /r/ and /l/ II: The role of Phonetic environment and talker variability in learning new perceptual categories. Journal of the Acoustical Society of America, 94, 1242-1255eng
dc.relation.referencesLynch, T. (1998). Theoretical perspectives on listening. In Annual Review of Applied Linguistics, vol. 18, pp. 3-19.eng
dc.relation.referencesMcBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179–192.eng
dc.relation.referencesMcMullen & Erin, Saffran, J. (2004). Music and Language: A Developmental Comparison, 21(3), 289–311.eng
dc.relation.referencesMannell, R. (2007). INtroduction to Prosody Theories and Models. Retrieved from http://clas.mq.edu.au/Phonetics/phonology/intonation/prosody.htmleng
dc.relation.referencesMendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics 18:81-101.eng
dc.relation.referencesMerrill, M. D., Drake, L., Lacy, M. J., & Pratt, J. (1966). Reclaiming Instructional Design. Educational Technology, 36eng
dc.relation.referencesMinisterio de Eucacion Nacional, (2012), Resultados Diagnostico 2012 del nivel de 62 ingles. Retrieved from http://www.colombiaaprende.edu.co/html/micrositios/ 1752/w3-article-318161.htmleng
dc.relation.referencesMorley, J. 1991. ‘Listening Comprehension in Second/Foreign Language Instruction’, in M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language (2nd ed.). Boston: Heinle and Heinle.eng
dc.relation.referencesNunan D. (1997). Listening in Language Learning. The Language Teacher. The Japan Association of Language Learning. Vol. 21 No.9, pp 47-51eng
dc.relation.referencesOsada, N. (2004). Listening comprehension research: A brief review of the past thirty years. Dialogue, 3, 53–66.eng
dc.relation.referencesÖster, A-M. 1989. Applications and experiences of computer-based speech training, STL-QPSR 1, 59- 62eng
dc.relation.referencesPetrić, B. (2000). The effect of listening instruction on the development of listening skills of university students of English. Novelty, 7(3), 15-29eng
dc.relation.referencesRichards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOeng
dc.relation.referencesRichards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17, 219-239eng
dc.relation.referencesRichards, J. C. (2005) “Second thoughts on teaching listening” En RELC Journal. Vol. 36. March, N° 1. 85-92.eng
dc.relation.referencesRichards, J. & Rodgers, T. (1986). Approaches and methods in language teaching : a description and analysis. Cambridge New York: Cambridge University Presseng
dc.relation.referencesSchmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics 11, 129-158.eng
dc.relation.referencesSodoro, J. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14, 223-260eng
dc.relation.referencesThomson, R. I. (2007). Modeling L1/L2 interactions in the perception and production of English vowels by Mandarin L1 speakers: A training study. Unpublished doctoral dissertation, University of Alberta.eng
dc.relation.referencesTOEFL Homepage, (2014). Retrieved from https://www.ets.org/toefl/ibt/about?WT. ac=toeflhome_ibtabout2_121127eng
dc.relation.referencesTsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451eng
dc.relation.referencesTsui, A. B. M. and Fullilove, J. 1998. Bottom-up or top-down processing as a discriminator of L2 listening performance. In Applied Linguistics, vol. 19, pp. 432- 451eng
dc.relation.referencesVenkatagiri, H. S., & Levis, J. M. (2007). Phonological Awareness and Speech Comprehensibility: An Exploratory Study. Language Awareness, 16(4), 263– 277eng
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.coarhttp://purl.org/coar/access_right/c_abf2spa
dc.rights.licenseAtribución-NoComercial-SinDerivadas 2.5 Colombia*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/co/*
dc.subjectConocimiento fonológicospa
dc.subjectHabilidades de escuchaspa
dc.subjectEducaciónspa
dc.subject.lembTESIS - FACULTAD CIENCIAS DE LA EDUCACIÓNspa
dc.subject.lembMAESTRÍA EN DIDÁCTICA DE LENGUAS EXTRANJERASspa
dc.subject.lembEDUCACIÓNspa
dc.subject.lembAPRENDIZAJEspa
dc.subject.lembFONOLOGÍAspa
dc.subject.lembFONÉTICAspa
dc.subject.lembIDIOMASspa
dc.subject.proposalIdioma prosodiaspa
dc.subject.proposalConciencia fonológicaspa
dc.subject.proposalEscuchando - micro habilidadesspa
dc.subject.proposalInformación visualspa
dc.subject.subjectenglishLanguage Prosodyeng
dc.subject.subjectenglishPhonological Awarenesseng
dc.subject.subjectenglishListening Micro-skillseng
dc.subject.subjectenglishVisual Feedbackeng
dc.titleImpact of visual based prosody training on listening micro-skills.spa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.coarversionhttp://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/masterThesisspa
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersionspa

Archivos

Bloque original

Mostrando 1 - 2 de 2
Miniatura
Nombre:
Impact of visual based prosody training on listening micro-skills.pdf
Tamaño:
2.41 MB
Formato:
Adobe Portable Document Format
Descripción:
ErazoAvendañoRaúlAlfonso2014
Descargar
Miniatura
Nombre:
Raul A. Erazo A..pdf
Tamaño:
404.54 KB
Formato:
Adobe Portable Document Format
Descripción:
Descargar

Bloque de licencias

Mostrando 1 - 1 de 1
Miniatura
Nombre:
license.txt
Tamaño:
1.71 KB
Formato:
Item-specific license agreed upon to submission
Descripción:
Descargar

Colecciones

Maestría en Educación con énfasis en Didáctica de las Lenguas Extranjeras