Didactic interventions in phonology. Digital resources.

Didactic interventions in phonology. Digital resources.

1. Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals.

   • CAPT: Computer Assisted Pronunciation Teaching Resources that teacher and students need to perform. In where, they have to appropriate for the educational purposes.
   • Selecting Technology Tools
     • Teaching pronunciation
       • Providing a pronunciation model
         • Teacher
           • Shows the sounds pronunciation
           • Shows the sounds representation
       • Students needs
         • To show pronunciation sounds
         • To know stretch of meaningful connected speech.
       • Models of individual Sounds and words
         • Identify sounds and words
       • Sounds of speech Website with: Diagrams of each phoneme Written description of sounds producing
       • The Phonetics -App from Tokyo University -Pictures of the articulatory system -Videos of speakers -Words and animal pairs -Dictionaries with sounds recordings
       • Recording students’ pronunciation practice Students can hear recordings about their own pronunciation
         • It will be a good project
         • Motivation and interest
       • Narrated slideshows: Microsoft PowerPoint or Apple Keynote
       • Adobe Spark: Pictures, sounds, videos, slides
       • Voki To create videos of stories
       • Puppet pals Recording dialogue Characters and backgrounds, moving characters
       • Fotobabble: Photos and comments Text messages
       • Collecting and responding to students’ recording practice
         • Teacher and students can be using teaching tools
         • Teacher gives students feedbacks about their recordings.
       • Learning Management System Students can listen to other recordings Building interaction patterns
       • Schoology Discussion about a written and given topic Is not necessary a website
       • VoiceThread: Free website to post pictures by another material/resource Students sing in a comment about them.
       • Providing independent pronunciation practice Websites and apps
         • Websites and apps
           • Students realize the independent pronunciation practice
           • Can be used by students to make their recordings
       • Computer Operating Systems Windows 10, OS X Mavericks Dictate text without internet
       • Smartphones or tablets Students can solve their pronunciation doubts To be transcribed more accurately.
       • Google Tools Google Docs: Transcriptions and dictate words Google voice: Listen to the voice recordings and read transcriptions
     • Criteria
       • Cost
         • Time
         • Resourses
       • Practicality of use
         • Context
         • Situation
       • Quality and accuracy
         • Importance of the sounds
           • Pedagogy
           • Phonology
       • Appropriateness to learning objectives
         • purposes
           • teachers
           • Students

2. Teaching and learning of pronunciation

   • Methodological trends
     • Translate-Grammar: Vocabulary that comes from text to assimilate the language
     • Direct: To associate between object and meaning, same as imitate, audios or teacher pronunciation
     • Audiolingual: With the help of visuals, teachers use this method so that students can have a model and follow that model
     • Intuitive- imitate approach: To perceive and imitate sounds, and rhythms of the language without explicit information
     • Analytic- linguistic approach: Use the phonetic alphabet, analyze and compare between languages (L1 and L2) with this students underderstand the differences between how do we pronunce and create sounds in english
     • Cognitive method: More relevance in grammar and vocabulary
     • Silent way: Gestures, visual materials and audios (sound-color chart, fidel wall chart) less teachers participation
     • Community language learning: Students work together to develop what aspects of the language they would like to learn
   • Communicative approach teaching pronunciation
     • Task based approach: Resolution of troubles using students background and new knowledge
   • Considering the learning contexts you have to include in teaching phonetics
     • Aspects related with the student
       • attitude in the english language
       • quality of pronunciation
       • age
     • Aspects in the pronunciation model
       • Use of the language and their communicative goal
     • How to teach
       • Analyze about the use of phonems in the speech
       • enunciation and rules of pronunciation contrast between L1 and L2
       • Familiarize with the phonetic alphabet and the phonology
   • The use of Information and Communication Technologies (ICTs) in Teaching English Pronunciation.
     • Technology use: Ephemeral, few diversified and descontextualized
     • TEACHERS: Need to familiarize with the technology and know, how to works in the classroom. Learn to use tools and the processes.
     • EDUCATIVE CENTER: Technological Innovation in the learning. Necessary tools and resources.
     • EDUCATIONAL ADMINISTRATION: Promote educational quality Technology in the practice Socially constructed practice in action
     • HUMANWARE: People with the knowledge, la attitude and skill to use the technology based on the context
     • A TECNOLOGIC CONTEXT: It does not mind the technology in their didactic practices. Clearly technology
     • PROTECHNOLOGICAL CONTEXT: It has the interest to get the technology in its didactic practices. Confidence in the technology
   • The use of ICTs in the Teaching and Learning of foreign Languages.
     • Computer-Assisted Language Learning
       • CALL STRUCTURAL Drill and practice Linguistic structure Repetitive practice
       • CALL COMMUNICATIVE Negotiation of meaning Building of learning Interaction between students using the technology Distance communication Social interaction
       • CALL INTEGRATIVE Computer Supported Collaborative Learning Cooperative Learning: Interactions guided by the teacher Collaborative Learning: Students design their interactions structure
   • The use of ICTs in the Teaching of the English language pronunciation.
     • CONVERSACIONALIZATION Communication textual by the internet E.g. Personal pronouns and modal verbs
     • ORAL COMUNICATION Oral interaction Combination of traditional materials with the technology Websites and apps
     • IDENTIFY AND PRODUCE SPEECH Automatic speech recognition Phonetic production Detect the manner of articulation Meaning in the interaction
     • PHONETIC EXERCISE AND TUTORING Phonetic practice of the student Online learning and practice Conscientization of the student over his own pronunciation Student’s interaction with the computer Evaluate the effectively of the software Pupil reflection about the pronunciation
   • CREATE COMMUNICATION ENVIRONMENTS
     • Design didactic material based on the teaching and learning needs in a specific context. Communication routed to the practice Social interaction Videos and recordings for the students Podcasting and videocasting Students, teacher, tools, contents and classroom Apps for the learning pronunciation
   • Tools ICT for the teaching pronunciation.
     • Identify and produce speech, create communication environments
       • Collect different materials and resources Examples: Audiobook Fotobable Soundcloud Voice thread Wimba voice

3. Methodologies for teaching phonetics

   • Reasons
     • The importance for international level (turism, economics, medicine, politics, social relations)
     • Teachers doesn’t take the time to teach phonetics
     • identification of phonems and graphemes: words are not written as they are pronunced, this creates troubles to our students ,we have to familiarize them with the phonetic characteristics
     • -Improve pronunciation: words are not read literally, because worlds are pronunced in a different way, it helps to know pronunciation of phonems and identify stress of some countries
   • Methodologies for working phonetics
     • Organization of the phonetic contents: working with Sounds, intonation, rhythm, stress Organice the order and prepare the aids according to our students needs
     • Teams or small groups: in small groups of 3 or 4 students to create trust between them and avoid, some shame or distractions, this helps to create new knowledge about sounds and put them on practice, help eachother to fix some mistakes creating respect between students
     • Games: A good way to create a fun class and motivate students to assimilate phonetic contents quickly and make them more receptive
     • Real material: songs, movie trailers, conversations between natives, airports advertisements, movies, tv series, to students analyze the stress differences
     • The use of technologies: pc, the internet, dvd, are creative activities, this makes that students comprehend and have a better receptive attitude of the phonetic activities
     • Foreing language to communicate: that students put in practice all the phonetic contents seen during the class to improve their communicative level in the classroom
   • Activities for working phonetics
     • In all the classroom activities you have to consider your students way of working
       • Creating posters: once you have seen and teaching the sounds is useful working with posters and graphics of the phonetic transcriptions, so that students can see during the whole year
       • Drills: repeat all the contents introduced with examples, and review the sounds already seen
       • Memorize some english fragments: related with the drills, but with help of tongetwisters, songs, christmas carols, you can organize competitions, karaokes, with the purpose of speed up pronunciation and become more fluent
       • Bingo: in pairs, each pair has to boards that are the same in pronunciation, example “cheese-chips” in each board they have to recognize the sound and the pronunciation of their teacher, to associate with the phonetic transcription
       • To identify phonetic transcriptions with words: students read some phonetic transcriptions of movies, tv series to identify phonems and follow the rhythm of the audios, videos…
       • Look for the rhythm in songs: students can know a loto g phonetic aspects (rhythm, stress, intonation) because a lot of students can’t identify some phonems, and this would be useful to improve listenig and pronunciation
       • Analyze and compare recordings: you gave them a text, then they record themselfs, then ask for a native speaker to record the same text, so that they can compare and analyze some mixtakes of their pronunciation to correct them
       • Online activities: the use of dictionary (American and british), the use of software that helps to correct their pronunciation, this can be useful tools during our classroom activities

4. Bibliography references

   • Thritch, M. (2018). Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals. University of California, Irvine. The Catesol Journal, 2018.
   • Barrera, I. (2009). "La importancia de enseñar Fonética en el aula de inglés". Revista digital; Innovación y experiencias educativas. Sevilla.
   • Arrosagaray, M. (2013). "El uso de las TIC en la Enseñanza de la Pronunciación del Inglés a Adultos en la Modalidad Blended Learning". Universidad de Navarra. Pamplona, 2013.

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