| Título: | ACTITUDES DEL ALUMNADO ANTE EL APRENDIZAJE DE LA PRONUNCIACIÓN DE LA LENGUA INGLESA Y SUS VARIEDADES EN LA CLASE DE INGLÉS : STUDENT ATTITUDES TOWARDS ENGLISH PRONUNCIATION AND DIFFERENT VARIETIES IN THE ENGLISH CLASSROOM |
| Autores: | Alonso-Herrero, Ane ; Lasagabaster Herrarte, David |
| Tipo de documento: | texto impreso |
| Editorial: | Universidad de Sevilla // UNED, 2020-01-29 |
| Dimensiones: | application/pdf |
| Nota general: |
ELIA: Estudios de Lingüística Inglesa Aplicada; Núm. 19 (2019); 71-100 2253-8283 1576-5059 Copyright (c) 2020 ELIA: Estudios de Lingüística Inglesa Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 |
| Idiomas: | Inglés |
| Palabras clave: | ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES |
| Resumen: |
Durante las últimas décadas, la lengua inglesa ha ganado cierta relevancia posicionándose como una lengua esencial tanto en el ámbito profesional como en el personal a escala internacional. Sin embargo, su pronunciación todavía se considera la “Cenicienta” de las destrezas lingüísticas debido a su abandono en la clase de inglés como lengua extranjera. Este estudio investiga las percepciones de 55 estudiantes de secundaria en la Comunidad Autónoma del País Vasco (CAPV) hacia la pronunciación del inglés, el inglés estadounidense, el británico y el inglés como lengua franca, y hacia los profesores nativos y no nativos de inglés. Asimismo, este estudio analiza las diferencias de género de los estudiantes en sus actitudes. Los datos se recogieron mediante un cuestionario, la técnica verbal-guise y tres preguntas abiertas. Los resultados sugieren que, aunque se confiere importancia a la enseñanza de la pronunciación, su relevancia debe abordarse más específicamente en la clase de inglés. También indican preferencia hacia las variedades nativas del inglés, así como hacia los profesores nativos. Los resultados también muestran diferencias de género estadísticamente significativas. Se facilitan conclusiones e implicaciones pedagógicas.In the last decades English has gained undeniable relevance and status to the extent that it has become essential both in the professional and personal spheres in many parts of the world. However, its pronunciation is still regarded as the “Cinderella” among the areas of language due to its neglect in the foreign language classroom. This study sought to investigate 55 secondary school students’ attitudes in the Basque Autonomous Community (Spain) towards English pronunciation, General American English (AE), Standard Southern British English (BE) and English as a Lingua Franca (ELF), as well as Native and Non-Native English Speaker Teachers (NESTs and NNESTs). Additionally, students’ responses were statistically compared in terms of gender. Data was collected through a questionnaire, the verbal-guise technique (VGT) and three open-ended questions. Results suggested that, although students believed in the importance of pronunciation instruction, English instructors should address its relevance more specifically. Native English varieties were prioritized, as well as NESTs. Statistically significant gender differences were also found. Conclusions and pedagogical implications are provided. In the last decades English has gained undeniable relevance and status to the extent that it has become essential both in the professional and personal spheres in many parts of the world. However, its pronunciation is still regarded as the “Cinderella” among the areas of language due to its neglect in the foreign language classroom. This study sought to investigate 55 secondary school students’ attitudes in the Basque Autonomous Community (Spain) towards English pronunciation, General American English (AE), Standard Southern British English (BE) and English as a Lingua Franca (ELF), as well as Native and Non-Native English Speaker Teachers (NESTs and NNESTs). Additionally, students’ responses were statistically compared in terms of gender. Data was collected through a questionnaire, the verbal-guise technique (VGT) and three open-ended questions. Results suggested that, although students believed in the importance of pronunciation instruction, English instructors should address its relevance more specifically. Native English varieties were prioritized, as well as NESTs. Statistically significant gender differences were also found. Conclusions and pedagogical implications are provided. |
| En línea: | http://revistas.uned.es/index.php/ELIA/article/view/26576 |
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