SUBJECT ASSIGNMENT: TEACHING PRONUNCIATION NAME AND SURNAME: ORIANA JIMENEZ RIVERO GROUP: MA_2017_02 FUNDACIÓN UNIVERSITARIA IBEROAMERICANA 1 FEBRUARY 28TH INDEX Content Page

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SUBJECT ASSIGNMENT: TEACHING PRONUNCIATION NAME AND SURNAME: ORIANA JIMENEZ RIVERO GROUP: MA_2017_02 FUNDACIÓN UNIVERSITARIA IBEROAMERICANA 1 FEBRUARY 28TH INDEX Content Page

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    Assignment  –  FP005 TP SUBJECT ASSIGNMENT:TEACHING PRONUNCIATION  NAME AND SURNAME: ORIANA JIMENEZ RIVEROGROUP: MA_20!_02FUNDA"I#N UNIVERSITARIA I$EROAMERI"ANAFE$RUAR% 2&T'     Assignment  –  FP005 TP INDE(")ntent P*ge 1.Introduction …………………………………………………………… …..… 32. Brinton´s variables …………………………………………………………... 43. Problem 1 …………………………………………………………………….... 54. Exposure and Explanation of te problem 1 …………………………...... !5. Problem 2 ……………………………………………………………………... "!. Exposure and Explanation of te problem 2 ………………………………. #". $onclusion ………………………………………………………………… ... %1&. Biblio'rapical references …………………………………………. …….. 1& 2    Assignment  –  FP005 TP INTRODU"TION (ne of te main problem tat )panis learners En'lis face is te pronunciation* it isbecause of te differences tat bot lan'ua'es present in terms of ponetic andponolo'+* as te+ find difficult to express some specific sounds ,ic do not aveteir o,n ponetic alpabet.  -noter si'nificant factor is te 1 'rammar ,en ac/uirin' 2 'rammar* so acievin'native0speaer level of pronunciation is a problem for teacers to ,or on. at is ,+*learners pronunciation abits in teir first lan'ua'e can also mae it more difficult for tem to pronounce sounds in te ne, lan'ua'e tat do not exist in teir 1 or tat areused in a different ,a+. is influence is called native lan'ua'e interference or lan'ua'e transfer.en ,e as teacers anal+se tese ind of pronunciation problems in )panislearners of En'lis* ,e can obtain meanin'ful information to 'ive tem a ric feedbac*improve our teacin' and learnin' process* adapt or create activities or tass based onteir needs and elp tem to 'et a 'ood level of fluenc+. +    Assignment  –  FP005 TP   ,$-int)n.s /ie *-i*1es,  Learners :  in tis assi'nment* I ,ill tae into account te pronunciation proficienc+ of intermediate students. e+ belon' to a 'roup of )panis speaers* teir a'es arebet,een 15 and 1! +ears old. e+ are attendin' elevent 'rade in a public scool.Besides* te+ assist to four ours of En'lis at ,ee for fift+ minutes. Setting:  tis 'roup of students does not follo, an+ boo* because in public scools isalmost impossible to assi'n a boo as a re/uirement. en* teacers desi'n as+llabus accordin' to te $olombian Educational inistr+. In tis scool* teacers andstudents do not ave man+ aids for teacin' En'lis. )o* it depends of o, creativeteacers can be in order to facilitate learners appreension of te En'lis lan'ua'e.Personall+* I adapt tass and activities ,ic can be taen from En'lis boos* videos*conversation or dialo'ues from some courses* and material from te ,eb. Methodological:  e students of tis 'rade present a lo, level of proficienc+ inalmost all te sills* te+ En'lis no,led'e of vocabular+ and 'rammar is re'ular interm of expressin' ideas* it can be said tat is limited a set of ,ords. 6or tem*pronunciation is a bi' callen'e* because ,en te+ are called to perform an oralactivit+ te+ feel nervous and avoid to tese ind of tass. 6ortunatel+* I tr+ to persuadetem b+ talin' about tat te most important is tat te+ can express teir ideas or pronounce in te best ,a+ te+ can* but also to tae ris of te activit+ and at te endte+ ave a feedbac.alin'* about te approaces ,ic te students ave been exposed* I can affirm tatte+ ,ere tau't since te 7rammar ranslation metod o,in' to te+ follo,ed tistecni/ue of forei'n0lan'ua'e teacin' based on explicit instruction in te 'rammaticalanal+sis of te tar'et lan'ua'e and translation of sentences from te native lan'ua'einto te tar'et lan'ua'e and vice versa b+ usin' dictionaries. -noter approac ,icte+ ave faced is te $ommunicative an'ua'e eacin' because* te+ prefer tassand activities ,ere te+ can express some sort ideas* mae re/uest and also te+as for activities based on pronunciation suc as listenin' a son' or ,atc a video.oreover* te students attend to En'lis class ,it non0native speaer teacers*altou' teir teacers are /ualified* te+ do not see tis sub8ect as necessar+ for teir lives* 8ust tae tis as a mandator+ but oters lie tese because of te ne, tec and 3    Assignment  –  FP005 TP te fasion on teena'ers lie usin' apps and listenin' En'lis music to interact ,itoters. Linguistic: te lin'uistic variables ,ic I consider relevant for tis assi'nment are tese'mental level of production in 2 pronunciation. Bearin' in mind some 'eneral errorstat tis 'roup of )panis students mae ,en pronouncin' some ,ords in En'lis*also tese problems of pronunciation ave been reflected since I am teacin' En'lisfor almost 3 +ears. e problems on pronunciation are te differences bet,een 9b: and9v: and te final ;s; in te tird sin'ular person <e.'. e pla+s= and in plural <e.'. bo+s=.Besides* tese problems are se'mental and ponolo'ical because te+ are related,it particular individual sounds. In te next pa'es* te+ ,ill be explained andproposed teir possible solutions. Problem 1: [b] and [v]. (ne of te most important problems is ,en a )panis learner tries to pronounce band v is tat in te standard )panis te+ are pronounced identicall+. Even tou'*En'lis maes a clear distinction in o, te t,o letters are pronounced* )panis doesnot. e sound of te En'lis >v> suc as in te ,ord >vi'our> does not exist instandard )panis. e sound of te letters diver'es* neverteless* dependin' on tesounds around tem.oreover* most of te time* te b and v are ,at are so0called voiced fricatives ? intis case* a sound some,at lie te En'lis >v> but ,it te t,o lips toucin' insteadof te lo,er lip and upper teet. in of it sometin' lie te En'lis >b> but /uite a bitsofter. is t+pe of confusion ,en pronouncin' ,ords ,it @vA or @bA in teir o,nlan'ua'e can be transferred to 2* in tis case @En'lisA in man+ situations of spellin'*because learners sometime are not a,are of teir differences in te En'lis lan'ua'e. Exposure, Exercise and Explanation problem 1 [v] and [b].  o deal ,it tese ind of problems* tere are some possible metods to focus*practice and improve. In te exposure sta'e* te students ,ill be exposed to tesecond lan'ua'e sounds into communicative tass* in order to 'et accurac+. In astud+ of learners of )panis* S4ie 6200&7  found tat accurac+ in te production of )panis is si'nificantl+ related to a'e at first exposure to te lan'ua'e* amount of formal instruction in )panis* residence in a )panis speain' countr+* amount of out0 5
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