Examinando por Autor "Guerrero Flores, Rossana Andrea"

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    Using TPR (songs, games, stories) and self-management techniques (yoga, meditation and breathing techniques) to diminish L1 (chilean spanish) phonological interference in the english learners
    (Universidad Andrés Bello, 2011) Benasus Raby, María Alejandra; Canales Muñoz, Margarita Isabel; Guerrero Flores, Rossana Andrea; Muñoz Guerrero, Karem del Carmen; Striano García, Paula Renata; Traub Pino, Elke; Popp Ward, Jennie; Facultad de Educación
    lt has been realized that for many years, people have struggled with pronunciation problems when learning a foreign language. Specifically, many Chileans have problems pronouncing sorne English phonemes. This is usually a consequence of phonological interference, which consists on the mother tongue influencing on the production of a second language. Therefore, the problem statement of this thesis is: How does the interference of challenging phonemes (Is/, /d-0/, /b-v/ and /J-tJ/) of L 1 affect the acquisition of L2 in Chilean Spanish speaking students? The intention is to explore ways of diminishing the interference of the phonemes recently mentioned. In order to achieve this, the following topics will · be developed: how young learners acquire a second language and how adults learn a second language; the concepts of interference, transference and interlanguage; TPR methodologies (songs, stories and games) and Self-management techniques (Yoga, meditation and breathing techniques) which are implemented to reduce the anxiety and stress of the students. The phonemes taken into consideration in this research project are: Is/, /d/-/0/, /b/-/v/ and /J/-/tJ/ and the expected results are that phonological interference will be diminished after the intervention. The study will be done during the second half of the second semester of 2011. Several instruments will be used to evaluate the process. These instruments, which consist of interviews, tests and a survey, were validated by two academics of great experience and with an extent currículum, being considerad maximum authorities of the ESL Education in our country: Ethel Melej and Hernán Pons. The intervention took place at Universidad Andrés Bello, for the students of Phonetics 111 of English Pedagogy during four lessons of 25 minutes. The lessons were done on the 11 th and18th of October and the 3rd and 8th of November. The lessons consisted of songs, storytelling, tengue twisters, games, Yoga, meditation and breathing techniques. Each lesson was focused on one of the four phonemes.