la exactitud en la enseñanza

7/29/2019 La exactitud en la enseanza

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La exactitud en la enseanza-aprendizaje del ingls

como idioma extranjero: la correccin de las vocales

1. Abstract

2. Resumen

3. Bibliografia

ABSTRACT

The article deals with the importance of the serious consideration of the application of the system ofcorrective techniques in the teacher-learning process of English as a foreign language. It focus itsattention on the treatment of vowels as one of the most difficult of the contents to be taught ofaccuracy in pronunciation inside the classroom and offers examples of how to apply this technique.

RESUMEN

El artculo trata sobre la importancia que tiene tomar en consideracin la utilizacin del sistema decorreccin fontica en el proceso de enseanza-aprendizaje del ingls como idioma extranjero.Este centra su atencin en las vocales como uno de los contenidos a ensear dentro de laexactitud en la pronunciacin en el marco del aula, tambin ofrece ejemplos que indican cmoaplicar estos contenidos.

El proceso de enseanza-aprendizaje del ingls como idioma extranjero se hace complejo por lagran variedad de elementos a tener en cuenta durante la etapa de preparacin de la clase y laimparticin de la misma. El profesor debe dominar el sistema fonolgico, lexical y gramatical de lalengua en cuestin, el sistema de correccin fontica, los objetivos del programa y lascaractersticas del grupo, entre otros.

La enseanza de la exactitud en la pronunciacin es de vital importancia para lograr un proceso deenseanza-aprendizaje exitoso. Si tenemos en cuenta el logro de un nivel de exactitud adecuadoen la pronunciacin de las de las vocales tenemos que expresar que se puede hacer difcil porquelos estudiantes no pueden percibir la articulacin de las vocales con la misma exactitud que lasconsonantes al no haber obstruccin del aire al salir de la cavidad bucal, que la correspondenciasonido-grafa es mucho ms inexacta que en el caso de las consonantes y que la cantidad devocales en ingls excede la del espaol lo que provoca un proceso de transferencia negativa.

La aplicacin del sistema de correccin fontica en las vocales implica el conocimiento por partedel profesor de la tendencia hacia el posible error del estudiante. El docente debe conocer laclasificacin de la vocal a lograr y la que produjo el estudiante errneamente para hacer unacomparacin que permita establecer diferencias. Ejemplo, la /i/ y la /I/ se diferencian en cuanto a:

Lip rounding. Depth.

Tenseness.

Duration.

Una vez establecida las diferencias, el profesor debe proponerse el o los objetivos a lograr paraque los estudiantes logren una pronunciacin adecuada del fonema en cuestin. Despus derealizado este proceso, el profesor debe escoger las tcnicas correctivas apropiadas.
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Por ejemplo:

/I/:

Classification:

Short, lax, lips loosely spread, oral, just above the half-close position, high, front.

Possible Problems:

In the articulation of this sound, the students tend to produce /i/.

Objectives:

1-To obtain a more relaxed, shorter sound.

Corrective Techniques

Minimal pairs.

Beat Bit

Cheap Chip

Sheep Ship

Correction through intonation and rhythm.

Place the sound at the end of fragments with rising- falling intonation and fast rhythm and betweennasals.

Ex :Wait a minute

2- To obtain a more opened and centralized sound:

Corrective Technique

Combinatory Phonetics Place the sound between a bilabial plosive and a velar plosive consonant.

Ex: Big, pig.

/i/

Classification:

Oral, front, high, tense, long vowel with spread lips, slightly below and behind the close position.

Possible Problems and Corrective Techniques:


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This sound does not offer difficulties to the Spanish-speaking learners although English /i/ is lessextreme.

/U/

Classification:

Oral, back, high, lax, short, lips rounded, above the half-close position.


The students produce the /u/ sound we have in Spanish.

Objectives:

To produce the sound with less lip rounding (no protrusion)


Articulatory method. The teacher should demonstrate how to produce the rounding of the lipswithout the protrusion.

To produce a shorter, laxer sound.


Correction through intonation and rhythm. Place the sound at the end of fragments with rising fallingintonation and fast rhythm.

Ex: The house is full.

Minimal pairs.

Fool full This room is full of fools.

Luke look Look , Luke is coming.

Shaded pronunciation towards /I/

/u/

Classification:

Oral, back, high, tense, long, below the close position, lips rounded and protruded.


This sound does not offer problems to Spanish speakers.


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/ a / (Schwa) and /a / (unstressed schwa with r- coloring)

Classification:

Oral, central, mid, lax, short vowels, between half- close and half-open position, the lips are in

neutral position.


They have no lip rounding and are very short. They occur very frequently in English and correctobscuration of the syllable or word where they are produced should be achieved. Sometimes it isdifficult for some students to produce the r- coloring.

Objectives:

To achieve obscuration


Combinatory Phonetics: Place the sound in unstressed syllables in polysyllabic words.

Correction through Intonation and rhythm: Pronounce it with rapid rhythm at the end of fragmentswith rising-falling intonation (In English unstressing a syllable is as important as stressing theaccented ones).

To obtain the right pronunciation of the r- coloring


Articulatory method: Curl the tongue tip up and backwards so that the tip points at the hard palate.The teacher should make the student conscious of the position of the tongue.

/ a / (Stressed schwa with r- coloring)

Classification:

Oral, central, mid, tense, long vowel, between half-close and half-open position, the lips areneutrally spread.


The students change the vowel for a similar Spanish one.

Objective:

To achieve the right articulation of the lips.

Corrective Technique:


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Articulatory Method: The teacher should exaggerate the right articulation of the lips asking thestudents to spread the lips

Achieve the right articulation of the r- coloring.


Articulatory Method: He should also explain the articulation of the r- coloring where the tip of thetongue must be curled up and back. It can be explained as follows: Start with /a/; curl the tongue tipup and backwards, so that the tip is pointing inwards. Hold it there; prolong the sound. The studentshould be made conscious of the position of the tongue. Then the students should be asked topronounce the sound without starting from /a/.

/E/

Classification:

Oral, front, mid, between half-close and half-open, lax, short, lips are loosely spread.

Possible Problems

The articulation of this English vowel sound /E/ approximates to that of the Spanish /e/. The majordifference is that the English variant is more relaxed. It doesnt require intensive drilling. It is laxerthan the one we have in Spanish.

//:

Classification:

Oral, front, low, tense, long, below the half-open position, the lips are in a smile position orextremely spread.

Possible Problems:

Spanish speaking students may produce /a/ or /E/.

When the students produce /a/

Objective:

To produce a tenser, longer sound.

Corrective techniques

Correction through intonation and rhythm: Place the sound at the end of fragments or sentenceswith rising intonation lengthening the duration of the sound. Example:

Is that my dad?


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Using minimal pairs

Lack lock

Cat cot

Hat hot

Correction through laxness and tenseness. (Verbo- tonal system):

The teacher should make the students repeat words placed at the beginning of the sentence, or inany other accented position which will favor its tense aspect. Ex:

That is my dad.

Ive told you several times that that is my book

To make the sound more centralized.


Combinatory phonetics: Place the sound between bilabial and velar consonants. Example: bag,pack.

3. To produce a closer sound:

CorrectiveTechniques:

Combinatory phonetics: Placing the sound between alveolar consonants. Example: Sally, sad,

Italian

Shaded pronunciation towards /E/

Articulatory Method: The teacher should demonstrate the right degree of openness of the jaw. Itmight be by contrasting it with /a/

When the students produce /E/

Objectives:

1. To make the sound longer and tenser

Corrective Techniques:

Shaded pronunciation towards /a/

Correction through Intonation and Rhythm: Place the sound at the end of fragments using risingintonation and prolonging the sound. Ex:


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Is that my bag?

Correction through tenseness and laxness: The teacher should place the sound in any accentedposition, which will favor the lax aspect of the sound.

Shaded pronunciation towards /a/.

To produce a more open sound.


Articulatory method: In this case it should be used to explain that they have to lower the jaw toproduce a more open sound..

Combinatory phonetics. The teacher should place it after a bilabial sound. Example, Is this a bat?

To achieve the right position of the lips.


Articulatory Method:The teacher should ask the students to achieve a smiling position or articulatethe lips in a extremely spread articulation.

//

Classification:

Oral, voiced, back, low, lax, short, the jaw is between the half-open and open position, the lips areneutrally open

Possible problems:

The students produce a broken /o/, which is long, tense and has lip rounding.

Objectives:

1. To produce a shorter and laxer sound.

Corrective Techniques.

Combinatory phonetics. Place the sound between nasals. Ex, number, nun, mum.

Correction through intonation and rhythm: Placing the sound at the end of a fragment with rising-falling intonation, rapid rhythm and between nasals. Ex, Where is Mum?

Correction through tenseness and laxness: Place the sound in unaccented position.

To produce the sound without lip rounding.


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Combinatory phonetics: The teacher should place the sound after velar consonants exaggeratingthe sound towards /a/. Ex: Give me a cup.

Articulatory Method: The teacher should explain to the students that they should not round the lipssince they should be neutrally open.

/ /:

Classification:

Oral, back, voiced, low, tense, long, lips rounded, below the half-open region.

Possible problems:

The students produce a closer / o /

Objective

The teacher should emphasize its degree of jaw openness.


Combinatory phonetics. The sound should be placed after a bilabial plosive. Ex,

Paul bought it.

Articulatory method. By exaggerating the articulation of the jaw showing a wider degree of

openness.

/a/

Classification:

Oral, voiced, back, low, long, tense, lips neutrally open, above the close position. There isconsiderable separation of the jaws.

Possible problems.

The students pronounce a too fronted version or produce [o], which is retracted.

Objective:

Produce the sound with the right depth (back).



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Articulatory Method: The teacher should make the students pronounce /a/ with the jaws very muchopen.

Combinatory phonetics: The teacher should place the sound after a velar sound to favor its backarticulation. Ex, I like that car.

La exactitud es un fin a lograr en el proceso de enseanza-aprendizaje de las lenguas extranjeras.Cada profesor de idiomas debe prepararse conscientemente durante su preparacin para la clase,pero tambin para enfrentar cualquier situacin que se presente durante la misma. Es esencial quese incluya en el diagnstico una valoracin de los alumnos para de esta forma realizar un trabajoindividualizado, lo que le permitir al docente prever el problema, ahorrar tiempo y aumentar laeficacia de la aplicacin del sistema de correccin fontica.

Los problemas en la pronunciacin pueden afectar el proceso de comunicacin que el alumno debellevar a cabo como parte del proceso de aprendizaje, pero tambin hace ms lento el aprendizajede otros aspectos que debe dominar ya que se limitar a hacer intervenciones con seguridad portemor a ser escuchado por el resto de sus compaeros, que tendrn que hacer un esfuerzoadicional para comprender.

La utilizacin del sistema de correccin fontica prepara a los estudiantes desde el punto de vistaprofesional ya que una vez graduados tendrn en sus manos una herramienta de trabajo que loshar profesionales de mayor valor.

No en vano Steven H. Mc. Donough manifest que no ver un error es imposible, tolerarlo esimproductivo, su prediccin y diagnstico es indispensable.

BIBLIOGRAFIA

Gimbson A.C. An Introduction to the Pronunciation of English. La Habana, Ministerio de EducacinSuperior. 294 pp..

Mc. Donough, Steven H. Sychology in Foreign Language. Edicin Revolucionaria 164 pp..

Sotto, Faustino et. al [1982] Lectures on English Fonetics and Phonology. Ministerio de Educacin.197 pp..

Tench, Paul. [1989] Pronunciation Skills. Fundacin de la Imprenta Nacional de Cuba. 181 pp..

Lic. Ana Josefa Roque Del Toro. Profesora Asistente ISP Jos de la Luz y Caballero, Holgun,Cuba.

Guillermo A. Ronda Pupo

[email protected]
mailto:[email protected]:[email protected]


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