Ponencia Bucaramanga


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Ponencia Bucaramanga

  1. 1. The Implementation of Collaborative Study Groups as a Mechanism to Enhance and Promote Metacognitive Processes in Pronunciation Courses Claudia Cárdenas
  3. 3. Fossilized mispronunciations?
  4. 4. Challenging issues
  5. 5. “Pronunciation has been swept under the carpet” (Brown, 1991) Communication breakdowns start to appear when non-native speakers fall below the threshold in pronunciation (CelceeMurcia, Brinton and Goodwin, 1996)
  6. 6. Project targets
  7. 7. Experts’ view
  8. 8. LEARNING PRONUNCIATION STRATEGIES Deliberate actions and thoughts that are consciously employed, often in logical sequence, for learning and gaining greater control over the use of various aspects of pronunciation (Pawlak , 2010).
  9. 9. • More detailed and systematic listening, a critical process that provides an opportunity for learners to focus on their L2 production at the segment, syllable, word, phrase level. (Ingels, 2011)
  10. 10. • Transcription may be completed by the learner or the teacher, and learners may transcribe their own speech or that of NSs. (Clennell, 1999).
  11. 11. • Learners review their peer’s transcripts, looking for nontarget features, and annotate (mark) corrections directly on the transcript in a contrasting color. During this transcript correction process, learners refer to a checklist to remind them of the pronunciation features they should monitor.
  12. 12. • Practice has been cited as an effective strategy and one of the more frequently used (Chamot & Kupper, 1989; Cohen et al., 1995; W. B. Dickerson, 1989; Sardegna, 2009).
  13. 13. Research design
  14. 14. Burns (2010), selfreflective, critical and systematic approach Questioning and problematising
  15. 15. Pronunciation struggles
  16. 16. Phonological awareness and application of monitoring strategies Por lo menos ahora cuando cometo un error ya me doy cuenta y soy capaz de autocorregirme Yo pensaba que yo no cometía errores, pero con los ejercicios me doy cuenta que tengo problemas constantes en la pronunciación de las vocales
  17. 17. Strengthening of pedagogical abilities Descubrí que soy paciente para explicarles a mis compañeros y que me gusta enseñar
  18. 18. Students’ proficiency level related to the error analysis scope Segmental feautures Suprasegmental feautures
  19. 19. Collaborative learning enhances pronunciation awareness Como el grupo es pequeño, no me da vergüenza equivocarme y me gusta porque entre todos nos corregimos... sabemos que todos estamos aprendiendo, aunque algunos saben mas que otros
  20. 20. Additional gaining in the project • Me beneficio mucho en el listening… me ayudó demasiado porque como cada semana tenía que hacer seguimiento del proceso, entonces tenía que corregir la pronunciación del compañero y como no sabía pronunciar algunas palabras entonces comparaba la pronunciación del diccionario con la del compañero entonces yo aprendí mucho también en la parte de listening.
  21. 21. Conclusions & Implications • Instruction on the use of learning strategies: mandatory in any field. Proved effective and students can be self directed in their learning process • Autonomy and collaborative learning need to be promoted in EFL scenarios. • Reflective teaching enhances the quality of learning opportunities. • Constant reflection on own and others’ academic processes might have an impact on learning. • Empower learners with strategies to take control of their own process.
  22. 22. Thank you… Claudia Andrea Cárdenas Jiménez clauditacar@utp.edu.co