1. RIUdeG
  2. Tesis
  3. Maestría
  4. CUCSH
Por favor, use este identificador para citar o enlazar este ítem: https://hdl.handle.net/20.500.12104/81937
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Campo DCValorLengua/Idioma
dc.contributor.advisorVelázquez Martínez, María Patricia
dc.contributor.authorPichardo Santamarina, Betzayda Yenisell
dc.date.accessioned2020-09-11T19:50:30Z-
dc.date.available2020-09-11T19:50:30Z-
dc.date.issued2018-05-01
dc.identifier.urihttps://hdl.handle.net/20.500.12104/81937-
dc.identifier.urihttps://wdg.biblio.udg.mx
dc.description.abstractThis paper aims to discover the causes of phonological transfer that many sixth-grade learners face during their English classes at primary schools in the region of Tierra Caliente, Guerrero. Previous research (Flege, 1981; Coe, 2001) has been carried out on the topic but little of this has addressed the nature of a phenomenon in which the pronunciation of words in English is literally based on their spelling. A sample of 12 participants in public education was selected in order to carry out an exploratory case study. In addition, three participants were exposed to extra listening practice as to confront this research’s findings with the role that literature has placed on exposure and other variables affecting the phonological acquisition process of young English learners.
dc.description.tableofcontentsABSTRACT DEDICATION ACKNOWLEDGEMENTS LIST OF TABLES AND FIGURES LIST OF ABBREVIATIONS CHAPTER I. INTRODUCTION 1.1 Object of Study or Problem Statement 1.2 Justification 1.3 Research Questions 1.4 Hypotheses or Propositions 1.5 Objectives of the Study 1.5.1 General Objective 1.5.2 Specific Objectives CHAPTER II. THEORETICAL FRAMEWORK CHAPTER III. LITERATURE REVIEW 3.1 The sounds of English and Spanish 3.1.1 Preliminary concepts 3.1.2 Vowels 3.1.3 Classification of consonants 3.1.4 Differences between English and Spanish 3.1.4.1 Stress/syllable-timed languages 3.2 Segmental and Suprasegmental Features 3.3 Process of Phonological Acquisition 3.3.1 Order of acquisition 3.3.2 Phonological processes 3.3.2.1 Vowel reduction or centralization 3.3.2.2 Vowel loss or deletion 3.3.2.3 Consonant loss 3.3.2.4 Sound substitution 3.3.2.5 Assimilation 3.4 Intelligibility 3.5 Native Language Transfer 3.6 Exposure 3.7 Phonotactic Knowledge 3.7.1 English phonotactics 3.7.2 Spanish phonotactics 3.7.3 EpenTesis de Maestría 3.8 Motivation CHAPTER IV. STATE OF THE ART CHAPTER V. CONTEXTUAL FRAMEWORK 5.1 Settings 5.2 Ethical Considerations CHAPTER VI. METHODOLOGICAL FRAMEWORK 6.1 Participants 6.1.1 Criteria for the selection of participants 6.1.1.1 The participants’ abilities in pronunciation 6.1.1.2 The degree of previous exposure to the target language 6.1.1.3 The degree of commitment to the institution 6.1.1.4 The probability to provide more complete answers 6.1.1.5 The degree of commitment to the class 6.1.2 Description of the participants 6.1.2.1 Participant 1 6.1.2.2 Participant 2 6.1.2.3 Participant 3 6.1.2.4 External participant 1A 6.1.2.5 External participant 2A 6.1.2.6 External participant 3A 6.1.2.7 External English teacher A 6.1.2.8 External participant 4B 6.1.2.9 External participant 5B 6.1.2.10 External participant 6B 6.1.2.11 External English teacher B1 6.1.2.12 External English teacher B2 6.2 Methodology 6.2.1 Authorization forms 6.2.2 Pre-tests 6.2.3 Lesson plans 6.2.3.1 First session 6.2.3.2 Second session 6.2.3.3 Third session 6.2.3.4 Fourth session 6.2.3.5 Fifth session 6.2.3.6 Sixth session 6.2.3.7 Seventh session 6.2.4 Extra sessions 6.2.5 Interviews 6.2.6 Post-tests 6.2.7 Analysis of data 6.2.8 Length of the study 6.3 Data Collection Procedures 6.3.1 Observations and field notes 6.3.2 Interviews 6.3.3 Audio visual materials 6.3.4 Tests CHAPTER VII. FINDINGS AND DATA ANALYSIS 7.1 Analysis of Pre-tests 7.1.1 First pre-test A 7.1.2 Second pre-test B 7.1.3 Third pre-test C 7.2 Analysis of Interviews 7.2.1 Limitations 7.2.2 Validity 7.3 Analysis of Extra Sessions 7.4 Analysis of Post-tests 7.5 Exposure versus Tests CHAPTER VIII. CONCLUSIONS 8.1 Causes of Phonological Transfer 8.1.1 Exposure 8.1.2 Target language complexity 8.1.2.1 Phonotactic constraints 8.1.3 Affective factors 8.1.4 Priority of teaching pronunciation 8.2 The role of Motivation 8.3 Additional Remarks 8.4 Links to future research APPENDICES A. Pre-test A: List of New Words for Sixth Graders B. Pre-test B: List of Isolated Compound Words for Sixth Graders C. Pre-test C: List of Compound Words for Sixth Graders D. Example of Lesson Plans for Extra Sessions E. Examples of Interviews for English Teachers F. Interviews for Sixth-grade Students G. Post-test: List of the Final Target Words for Sixth Graders H. Observational Protocol I. Tool to Assess Intelligibility in the Participants’ Pronunciation by Yates & Springall (2008) J. Example of Protocol for Analysis of Videos K. Example of the Process of Coding L. Example of Organization of Themes and Categories REFERENCES
dc.formatapplication/PDF
dc.language.isoeng
dc.publisherBiblioteca Digital wdg.biblio
dc.publisherUniversidad de Guadalajara
dc.rights.urihttps://www.riudg.udg.mx/info/politicas.jsp
dc.subjectPhonological Transfer
dc.subjectExposure
dc.subjectMotivation
dc.subjectIntelligibility
dc.subjectPronunciation
dc.titleCauses of Phonological Transfer in English Learners of Primary Schools
dc.typeTesis de Maestría
dc.rights.holderUniversidad de Guadalajara
dc.rights.holderPichardo Santamarina, Betzayda Yenisell
dc.coverageGUADALAJARA, JALISCO
dc.type.conacytmasterThesis-
dc.degree.nameMaestría en Enseñanza del Inglés como Lengua Extranjera-
dc.degree.departmentCUCSH-
dc.degree.grantorUniversidad de Guadalajara-
dc.degree.creatorMaestra en Enseñanza del Inglés como Lengua Extranjera-
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