Tecnologia aplicada ao ensino de pronúncia em Língua Inglesa

Detalhes bibliográficos
Ano de defesa: 2015
Autor(a) principal: Daneluci, Gabriela Luiza lattes
Orientador(a): Madureira, Sandra
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica de São Paulo
Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
Departamento: Lingüística
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: https://tede2.pucsp.br/handle/handle/13776
Resumo: The aim of this study is to verify how a teaching proposal, based on findings of a research developed in acoustic phonetics and with the support of technological resources, may contribute to the development of English L2 pronunciation. We will analyze the results that, in terms of speech production and perception, can be obtained from exercises to promote attention to acoustic cues that are relevant for sound discrimination in L2 and can contribute to sound acquisition. The theories that guide this study are the Acoustic Theory of Speech Production (Fant); the speech-learning model developed by Flege, and researches about phonetics applied to pronunciation teaching. Our research consisted in evaluating two subjects in semi-spontaneous tasks reading a monologue and a dialogue and in conducting perception tests for sound discrimination and identification. Based on test results, we developed phonetic training with the instrumental support of phonetic acoustic analysis and technological resources. Finally, the tasks were reapplied to verify the effect of the phonetic training and analyze whether subjects improved their perception and production abilities. According to comparative analyses of the tasks pre and post training, we could verify that both subjects showed improvements in their perception and production tasks. The results corroborate the principle of assimilation as devised by the Speech Learning Model