Flipping a Pronunciation Lesson for a Teacher Training Course

Ramírez, Martha Isabel Díaz

doi:10.1007/978-981-10-6968-0_4

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Thus, teachers can develop strategies and/or materials to overcome learner's pronunciation difficulties (Huang, 2010;Tost, G, 2013). A second way is to implement flipped learning where learners improve their language by working both individually and group through developing their autonomy and critical thinking skills (Ramírez, 2018). Another strategy is integrating Karaoke in classes so learners can pay attention to formal phonological aspects such as: discrimination and realization of specific phonemes (e.g.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching pronunciation has been neglected by teachers as they approach it mostly in a reactive way when mispronunciation is noticed (Griffiths, 2011). However, some books (Hancock, 2000;Hewings, 2004;Kelly, 2000;Kenworthy, 1987) and papers (Huang, 2010;Ramírez, 2018) provide different activities to include pronunciation in the regular English classes.…”

Section: Activities To Help Learners Improve Pronunciationmentioning

confidence: 99%

“…While putting theory into practice learners test their own hypothesis, clarify doubts, make new inferences and develop their critical thinking skills (FLN, 2014). Ramírez (2018) conducts a case study research with 10 in-service Colombian teachers of English in order to determine the effectiveness of a blended course to train the teachers in how to teach pronunciation. The researcher uses surveys, pre and post recordings, interviews, participants and teacher's diaries, and lesson plans to gather information.…”

Section: Flipped Learningmentioning

confidence: 99%

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Problematic Phonemes for Spanish-speakers’ Learners of English

Uribe-Enciso

Hernandez

Pita

et al. 2019

GIST

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When learning English, learners might face a challenging task in mastering pronunciation due to differences in both languages such as sound-to-letter correspondence, size of phoneme inventory, allophonic realization of sounds, place and manner of articulation, among others. Therefore, the purpose of this paper is to review both theoretical and research reports on the most problematic sounds for Spanish-speakers English language learners. Approaches to second language learners’ errors like Contrastive Analysis and Error Analysis although being criticized have contributed to identifying likely causes of errors and dealing with them whether anticipating them or providing appropriate feedback on them. Besides, first language interference and age of second language acquisition have been found as complicating factors in the English pronunciation learning process. Finally, some classroom activities have been reported as successful for facilitating English pronunciation in Spanish native speakers.

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Section: Discussionmentioning

confidence: 99%

Section: Activities To Help Learners Improve Pronunciationmentioning

confidence: 99%

Section: Flipped Learningmentioning

confidence: 99%

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Problematic Phonemes for Spanish-speakers’ Learners of English

Uribe-Enciso

Hernandez

Pita

et al. 2019

GIST

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Experiences of English as Foreign Language student using ICT in their learning process

Silva-Perdomo

Duero-Naranjo

Castañeda-Trujillo

2022

GIST

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This article presents the results of a narrative analysis that looked into some EFL students’ experiences related to their English learning processes and the use of ICT (Information and Communication Technologies). The study was carried out at a university in southern Colombia. The main objective was to understand the participants’ experiences in the institutional English courses at a university while using ICT during their language learning process. The data was collected through in-depth interviews and life stories. The English students’ experiences are relevant to validating a new teaching tool or strategy in a specific context. The main conclusion indicates that ICT in language teaching needs to be articulated with other appropriate tools, practices, methodologies, and approaches to achieve meaningful learning.

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EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

Chivata

Oviedo

2018

GIST

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Flipped Learning is a pedagogical approach that provides students with more time in class to practice or engage in dynamic tasks in order to promote active learning. Although many studies around the world have studied its effectiveness and impact on academic performance, few have explored students’ perceptions of this approach. This case study was carried out in order to explore students’ perceptions of activeness during the implementation of a Flipped Learning approach. The participants were 84 students from a state university in Colombia who were taking English as a complementary subject as part of their undergraduate degree programs. Students were exposed to this approach during a 16-week period in which they carried out different pre-class, during-class, and post-class activities. Data collection instruments were designed based on the first three pillars of the approach (Flexible Environment, Learning Culture and Intentional Content). Data were collected through immediate feedback, a questionnaire, and a focus group interview, and were then analysed in light of these three pillars. The data indicated that students felt there was more engagement, their voices were heard, they felt increased ownership of their learning, and they demonstrated a positive opinion towards collaborative work. Key words: Flipped Learning, Active Learning, Activeness, ELT, perceptions.

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Flipping a Pronunciation Lesson for a Teacher Training Course

Cited by 3 publications

References 3 publications

Problematic Phonemes for Spanish-speakers’ Learners of English

Problematic Phonemes for Spanish-speakers’ Learners of English

Experiences of English as Foreign Language student using ICT in their learning process

EFL Students’ Perceptions of Activeness During the Implementation of Flipped Learning Approach at a Colombian University.

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