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Running Head: LEARNING IPA THROUGH WEB PAGES 1 Running head: LEARNING IPA THROUGH WEB PAGES 1 Learning the International Phonetic Alphabet through Web Pages Andrés Felipe Galindo Cardona Universidad Distrital Francisco José de Caldas Bogotá, Colombia School of Science and Education B.A. in Teaching English as a Foreign Language 2016 Learning the International Phonetic Alphabet through Web Pages 2 Learning the International Phonetic Alphabet through Web Pages Andrés Felipe Galindo Cardona Universidad Distrital Francisco José de Caldas Code: 20081165054 Bogotá, Colombia A thesis submitted as a requirement to obtain the degree of B.A. in Teaching English as a Foreign Language School of Science and Education B.A. in Teaching English as a Foreign Language 2016 Learning the International Phonetic Alphabet through Web Pages 3 Note of acceptance: ___________________________________________________________________________ ___________________________________________________________________________ Advisor: _________________________________ Jurors: __________________________________ __________________________________ “La universidad Distrital Francisco José de Caldas no será responsable por las ideas expuestas en este trabajo” (Acuerdo 19 de 1988, artículo 177) Learning the International Phonetic Alphabet through Web Pages 4 Abstract This paper presents a mixed model research conducted with English students in first and second semester from Universidad Distrital Francisco José de Caldas located in Bogotá. The goal was to understand the role of technology in the process of learning English phonology and the meaning that students give to phonetic symbols. The selected participants were three groups, two of them were composed of second semester students who finished a subject called “phonetics and phonology” and another group composed of first semester students who still have not studied this subject. The chosen instruments were surveys, worksheets (artifacts), students‟ journals and voice recordings. The data analysis showed preferences for some resources in particular, students‟ positive views about phonetic instruction, similar pronunciation mistakes and students‟ perceptions about the articulation of phonemes using their vocal tract. Keywords: Phonetics, phonology, pronunciation, web pages, phonetic symbols, technology. Resumen Este artículo presenta una investigación de modelo mezclado conducido con estudiantes de inglés de primer y segundo semestre de la Universidad Distrital Francisco José de Caldas localizada en Bogotá. La meta era entender el papel de la tecnología en el proceso de aprendizaje de la fonología inglesa y el significado que los estudiantes le dan a los símbolos fonéticos. Los participantes seleccionados fueron tres grupos, dos de ellos estaban compuestos de estudiantes de segundo semestre que finalizaron una materia llamada “fonética y fonología” y otro grupo compuesto de estudiantes de primer semestre que aún no han visto esta materia. Los instrumentos escogidos fueron encuestas, hojas de trabajo (artefactos), diarios de estudiantes y grabaciones de voz. El análisis de datos mostró preferencias por algunos recursos en particular, visiones positivas de los estudiantes sobre las instrucción fonética, errores de pronunciación similares y las perceptiones de los estudiantes sobre la articulación de fonemas usando su tracto vocal. Palabras clave: Fonética, fonología, pronunciación, páginas web, símbolos fonéticos, tecnología. Acknowledgments I would like to thank my advisor Fabio Bonilla for supporting me and giving me his knowledge throughout this process. I also want to thank all my professors in my career, especially Alvaro Quintero, Paola Murillo, Eliana Garzón, Jairo Gutierrez, Adriana Cuevas, Sofia Castañeda, Silvio Puertas, Angélica Saenz, Maura Díaz, Emilena Hernández, Aurora Cardona, Janeth Velázquez and Rigoberto Castillo; they all shared all their valuable knowledge with great patience and professionalism. Finally, I want to express my gratitude to my family who has always supported me unconditionally: my dad, uncles Cristian, Patricia, Jenny and my grandmothers Angéla and Ana Silvia. I wouldn‟t be here, if it wasn‟t for you. I can‟t say any more than just thank you so much. Learning the International Phonetic Alphabet through Web Pages 5 Table of Contents Chapter 1 …………………………………………………………………………7 Introduction……………………………………………………………………….7 Statement of the problem…………………………………………………………...8 Research questions and sub-questions……………………………………………..10 Justification……………………………………………………………………….10 Chapter 2 Literature review Phonetic, phonology, transcriptions and pronunciation……………………………12 Research about teaching pronunciation and evolution of materials………………..16 Beliefs and views about teaching and learning pronunciation……………………..22 Chapter 3 Research design……………………………………………………………………25 Research questions and objectives………………………………………………….25 Type of study……………………………………………………………………….26 Setting and participants…………………………………………………………….28 Data collection techniques and instruments………………………………………..29 Role of the researcher………………………………………………………………30 Validity, reliability………………………………………………………………….31 Ethics and consent form……………………………………………………………32 Chapter 4 Instructional Design Visions of language………………………………………………………………..33 Visions of learning…………………………………………………………………34 Learning the International Phonetic Alphabet through Web Pages 6 Visions of curriculum………………………………………………………………34 Methodology……………………………………………………………………….35 Role of the materials………………………………………………………………..36 Curriculum platform………………………………………………………………..37 Evaluation criteria…………………………………………………………………..41 Chapter 5 Data Analysis and Findings Results survey………………………………………………………………………44 Results worksheet classification of sounds…………………………………………49 Pronouncing and transcribing phonetic symbols……………………………………53 Resources most used by students…………………………………………………...58 Definitions and perceptions about the International Phonetic Alphabet……………60 Previous experiences with IPA in secondary school………………………………..62 Students‟ journal……………………………………………………………………63 Chapter 6 Conclusions…………………………………………………………………………67 Limitations and further research…………………………………………………….68 Bibliography………………………………………………………………………..69 Annexes…………………………………………………………………………….72 Annex A (consent form)…………………………………………………………….72 Annex B…………………………………………………………………………….73 Annex C…………………………………………………………………………….74 Annex D…………………………………………………………………………….75 Annex E…………………………………………………………………………….76 Annex F……………………………………………………………………………..77 Learning the International Phonetic Alphabet through Web Pages 7 Chapter 1 Introduction In the last years many internet web pages have been created, used and adapted for pedagogical purposes; for instance there are virtual dictionaries, translators, forums, blogs, video platforms and thousands of mobile phone applications which now can be used for language teaching and learning. Virtual dictionaries are those accessible via the internet through a web browser and finding words faster than printed dictionaries is one of their advantages. Some virtual dictionaries play audios with the pronunciation of words, sentences and usually include a phonetic transcription. The International Phonetic Alphabet (IPA) is the most common system of phonetic notation and is not new in the field of English language teaching; it can be found in materials for teaching pronunciation, course books, printed dictionaries and virtual dictionaries. Phonetic transcriptions have been widely used in language teaching, however not all English language learners understand these systems well or not even know their existence, especially most students from public schools . The objective of this work is to understand the role that technology plays in the process of learning the International Phonetic Alphabet (IPA). The participants I chose were three groups from first and second semester in the career of “Licenciatura en Educación Básica con Énfasis en Inglés” at “Universidad Distrital Francisco José de Caldas” Bogotá, Colombia. These students must take a subject called “Phonetics and Phonology” which objective is to teach many concepts inherent in phonetics, phonology, pronunciation, articulation, etc. Learning the International Phonetic Alphabet through Web Pages 8 Many authors argue that the difficulty of learning how to pronounce a foreign language is cognitive rather than physical (Gilakjiani & Ahmadi, 2011; Kissling, 2015) although this represents a greater challenge for students, many of them try to use different learning strategies; for example searching web pages on the internet, installing applications on their mobile phones, or checking a printed dictionary. The use of online dictionaries has been increasing due to the technological advances and easier access to internet in many parts of the world as well as the inclusion of wireless internet in educational institutions. That is why the focus of this study was the technological tools used by learners specifically those that include the system of phonetic notation IPA; nevertheless printed materials received attention too. This chapter explains how the research problem emerged and why this study is important. Chapter two will define the main constructs, review the state of the art about pronunciation teaching during the last decades and describe some innovations made in this field. Chapter three will explain why mixed research was the chosen paradigm for this research and a detailed description about the population who participated in this study. Chapter four will explain the details of the pedagogical intervention
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