he relevance of phonetics teaching for english sounds perception

Eliane Da Rosa

doi:10.22481/lnostra.v4i2.13244

Autores

Eliane Da Rosa Federal University of Rio Grande do Sul

DOI:

https://doi.org/10.22481/lnostra.v4i2.13244

Palavras-chave:

Ensino de Fonética. Percepção Auditiva. Vogais Altas Frontais Inglesas.

Resumo

Como muitas pesquisas têm demonstrado as contribuições da instrução fonética na produção e percepção da fala de aprendizes de L2/LE, este estudo busca investigar o papel do ensino de fonética no que diz respeito à percepção das vogais altas frontais inglesas /i/ e /ɪ/ por aprendizes brasileirosde uma escola internacional de idiomas. Pré e pós-testesde identificaçãoforam elaborados através do software TP (RAUBER; RATO;KLUGE; SANTOS, 2012) com o propósito de medir a percepção dos participantes quantoàs vogais mencionadas acima. Comparando os resultados obtidos nos testes, é possível afirmar que os aprendizes, que receberam instrução fonética sobre as vogais altas frontais inglesas /i/ e /ɪ/, demonstraram um melhor desempenho na distinçãoe interpretação detais sons acuradamentedo que os aprendizes, que não receberam nenhuma instrução. Isto significa que o ensino de fonética aprimora a percepção de sons por parte dosaprendizes de inglês.

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Biografia do Autor

Eliane Da Rosa, Federal University of Rio Grande do Sul

Special Student in the Post-graduation Program in Letters of the Federal University of Rio Grande do Sul(field: Language Studies). Master in Morphology and Phonology (UFRGS), specialist in English Teaching and Learning (Uniritter) and graduated in English (ULBRA). Phonetics and English teacher at FISK Teaching Center.

Referências

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