Tarea de evaluación multimodal Ampliando el cambio pedagógico En la enseñanza de la pronunciación de L2 hacia la evaluación

##plugins.themes.bootstrap3.article.sidebar##

 PDF 
Publicado jun 18, 2024
DOI https://doi.org/10.29035/ucmaule.66.80

##plugins.themes.bootstrap3.article.main##

Pedro Luchini
Universidad Nacional de Mar del Plata, Argentina
https://orcid.org/0000-0002-7692-8361

Resumen

Este estudio explora los enfoques pedagógicos para la enseñanza y evaluación de la pronunciación en inglés y reconoce un cambio en los paradigmas actuales, pasando de priorizar una pronunciación nativa a enfatizar el desarrollo de la inteligibilidad. Aprovechando esta transición, se presenta una Tarea de Evaluación Multimodal (TEM) diseñada para evaluar la pronunciación. La TEM capacita a los estudiantes para enfrentar las complejidades del discurso hablado en inglés con confianza a través de una serie de actividades estructuradas. Los participantes fueron 23 estudiantes de un curso de pronunciación inglesa del Profesorado de Inglés de una universidad estatal en Argentina. Sus respuestas a un informe de autoevaluación revelaron avances importantes en el desarrollo de su conciencia fonológica, la confianza en sí mismos y en su auto-eficacia en relación con el aprendizaje de la pronunciación del inglés. Sin embargo, algunos señalaron ciertos desafíos asociados con la TEM, incluyendo la necesidad de contar con más práctica guiada por sus docentes. También destacaron tener cierta dificultad en la producción de algunos sonidos y con varios aspectos de la prosodia. El estudio aboga por más investigaciones en el área para refinar los métodos de enseñanza y evaluación de la pronunciación de L2.



##plugins.themes.bootstrap3.article.details##

Número
Núm. 66 (2024): UCMaule
Sección
Estudios
Citas

Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97, 435-456. https://doi.org/10.1111/j.1540-4781.2013.12004.x


Byram, M. (2020). Teaching and Assessing Intercultural Communicative Competence: Revisited. Multilingual Matters. https://doi.org/10.21832/9781800410251





Cohen, A. D., & Macaro, E. (2007). Language learner strategies. Oxford University Press. Crowther, D., & Isbell, D. R. (2023). Second language speech comprehensibility: A research agenda. Language Teaching, 1-17. https://doi:10.1017/S026144482300037X


Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins.


Dickerson, W. B. (1994). Empowering students with predictive skills. In J. Morley (Ed.), Pronunciation pedagogy and theory: New views, new directions (pp. 17-33). TESOL Publications.


Dlaska, A., & Krekeler, C. (2008). Self-assessment of pronunciation. System, 36, 506-516. https://doi.org/10.1016/j.system.2008.03.003


Dougiamas, M. (2002). Moodle (versión 3.7.2) [Sistema de gestión de aprendizaje]. Moodle Pty Ltd. https://moodle.com/es/


Fulcher, G. (2015). Assessing second language speaking. Language Teaching, 48(2), 198-216. https://doi.org/10.1017/S0261444814000391


He, L. (2011). Metacognition in English as a Foreign Language Pronunciation Learning Among Chinese Tertiary Learners. Language Learning, 21(1,2), 1-28. https://doi.org/10.1177/1362168816679030


Hwang, E. (2008). Factors affecting Korean learners’ English pronunciation and comprehensibility. English Teaching [Korea], 63, 3-28.


Isaacs, T. (2014). Assessing pronunciation. In A. J. Kunnan (Ed.), The companion to language assessment (pp. 140-155). Wiley-Blackwell.


Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility. Studies in Second Language Acquisition, 34(4), 475-505. https://doi.org/10.1017/S0272263112000150


Jackson, J. W. (2002). Enhancing self-efficacy and learning performance. The Journal of Experimental Education, 70, 243-255. https://doi.org/10.1080/00220970209599508


Kormos, J. (2006). Speech production and second language acquisition. Lawrence Erlbaum.


Krashen, S. (1985). The input hypothesis: Issues and implications. Longman.


Levis, J. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377 DOI:10.2307/3588485


Levis, J. (2006). Pronunciation and the assessment of spoken language. In R. Hughes (Ed.), Spoken English, TESOL and applied linguistics: Challenges for theory and practice (pp. 245-270). Palgrave Macmillan. https://doi.org/10.1057/9780230584587_11


Levis, J. (2020). Revisiting the Intelligibility and Nativeness Principles. Journal of Second Language Pronunciation, 6(3), p. 310-328 https://doi.org/10.1075/jslp.20050.lev


Luchini, P. & Alves, U. (2021). Incorporating a research-led activity in the L2 pronunciation class: An innovative pedagogical view. Speak Out! Journal of the IATEFL Pronunciation Special Interest Group, 65, 28-35.


MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7, 61-88. https://doi.org/10.14746/ssllt.2017.7.1.4


Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age, and self-efficacy: A study of language learners in Botswana. System, 35, 338–352. https://doi.org/10.1016/j.system.2007.01.003


Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57, 417-442. https://doi.org/10.1111/j.1467-9922.2007.00421.x


Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 285-310. https://doi.org/10.1111/j.1467-1770.1995.tb00963.x


Papi, M. (2010). The L2 motivational self-system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38, 467-479. https://doi.org/10.1016/j.system.2010.06.011


Pawlak, M., Czisér, K. & Soto, A. (2020). Interrelationships of motivation, self-efficacy and self-regulatory strategy use: An investigation into study abroad experiences. System, 93, 1-11.


Pennington, M. C. (2015). Research, theory, and practice in second language phonology: A review and directions for the future. In J. A. Mompean & J. Fouz-González (Eds.), Investigating English pronunciation: Trends and directions (pp. 149-173). Palgrave Macmillan.


Pennington, M. C. (2018). A strategic view of pronunciation in English as a second language. In G. Cane (Ed.), Strategies in language learning and teaching (pp. 104-115). Anthology Series 49. SEAMEO Regional Language Centre.


Pennington, M. C., & Rogerson-Revell, P. (2019). English Pronunciation Teaching and Research. Contemporary perspectives. https://doi.org/10.1057/978-1-137-47677-7_4


Peñuela, D. C. (2018). Using metacognitive strategies to raise awareness of stress and intonation. Colombian Applied Linguistics Journal, 20(1), 91-104. https://doi.org/10.14483/22487085.12383


Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated components of classroom academic performance. Journal of Educational Psychology, 82, 33-40. https://doi.org/10.1037/0022-0663.82.1.33


Saito, K., & Hanzawa, K. (2018). The role of input in second language oral ability development in foreign language classrooms: A longitudinal study. Language Teaching Research, 22, 398-417.


Saito, K., Trofimovich, P., & Isaacs, T. (2016). Second language speech production: Investigating linguistic correlates of comprehensibility and accentedness for learners at different ability levels. Applied Psycholinguistics, 37(2), 217-240. https://doi.org/10.1017/S0142716414000502


Sardegna, V. G. (2011). Pronunciation learning strategies that improve ESL learners’ linking. In. J. Levis & K. LeVelle (Eds.). Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, Sept. 2010. (pp. 105-121), Ames, IA: Iowa State University.


Sardegna, V. G. (2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, Ames, IA, September 16-17, 2011 (pp. 39-53). Iowa State University


Sardegna, V. G. (2020). Pronunciation and good language teachers. In C. Griffiths & Z. Tajeddin (Eds.), Lessons from good language teachers (pp. 232–245). Cambridge, UK: Cambridge University Press.


Sardegna, V. G. (2022). Evidence in favor of a strategy-based model for English pronunciation instruction. Language Teaching, 55(3), 363-378. DOI: https://doi.org/10.1017/S0261444821000380


Sardegna, V. G., & McGregor, A. (2013). Scaffolding students’ self-regulated efforts for effective pronunciation practice. In J. Levis & K. LeVelle (Eds.), Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380–9566, Vancouver, British Columbia, August 24-25, 2012 (pp. 182–193). Iowa State University.


Sardegna, V. G., Lee, J., & Kusey, C. (2018). Self-Efficacy, Attitudes, and Choice of Strategies for English Pronunciation Learning. Language Learning, 68(1), 83-114. DOI: https://doi.org/10.1111/lang.12263


Trofimovich, P., & Isaacs, T. (2017). Second language pronunciation assessment: A look at the present and the future. In T. Isaacs & P. Trofimovich (Eds.), Second language pronunciation assessment: Interdisciplinary perspectives (pp. 259-266). Multilingual Matters.


VanPatten, B. (2015). Input Processing in Adult Second Language Acquisition. In B. VanPatten, & J. Williams (Eds.), Theories in Second Language Acquisition: An Introduction (pp. 113-134. Routledge. VERBI Software. MAXQDA 2022 [Software]. (2021). https://www.maxqda.com/


Wells, J. (2006). English Intonation: An Introduction. Cambridge University Press.


Wesely, P. M. (2012). Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45, 98-117. https://doi.org/10.1111/j.1944-9720.2012.01181.x



Cómo citar
Luchini, P. (2024). Tarea de evaluación multimodal. UCMaule, (66), 80-98. https://doi.org/10.29035/ucmaule.66.80

Información de la Licencia
Creative Commons License
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-CompartirIgual 4.0.