Mistakes during english fluency activities.

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Title:
Mistakes during English fluency activities.

Introduction

Mistakes in language acquisition are part of the learning process, some authors consider them as a part of it, but that does not mean that this is a positive aspect, specially if you are studying to become an English teacher, because you are going to be one of the most important model for your students, they will receivefrom you the best opportunity to learn the pronunciation of the language.

For that reason it is important to identify what are those mistakes students make in order to have a clear idea about the way in which those ones can affect the students performance and therefore to limit their proficiency.

This research project is focused on identify the most common pronunciation mistakes that a classof pre-intermediate students make during a fluency speaking activity in second language acquisition, because most of the students of English as a foreign language have the necessity to acquire it in an accurately way.

We as researchers are interested in this issue because this problem has become part of the learning process, however there is not a formula to avoid those mistakes but there aresome strategies which can help you to improve your performance in the language.

Aim:
To identify the most common pronunciation mistakes that a class of Pre- intermediate students make during a fluency speaking activity in second language acquisition.

Data collection:
We will make use of the following research techniques:

← Classroom observation
← Teaching logs.
←Interviews.

The data will be gathered by mean of:

← Classroom observation:

Real time observation is the process of observing and analyzing as the teaching/learning actually happens, by making checklists or simply taking notes.

We are going to use this research technique because we are going to observe what is happening during a fluency speaking activity by video-tape recording what thestudents say in it, in order to identify and select the students who commit more pronunciation mistakes (5 students) that will be our sample of study.

← Teaching logs:

Field notes can be kept in a highly structured way, following a particular format. For that reason it is useful for our research in order to identify what are the most common mistakes students make during a fluencyactivity.

← Interviews:

We are going to make use of a semi-structured interview because we want to guide it in order to obtain deeper information of the common mistakes students make during a speaking fluency activity

There will be a prepared interview schedule, but most of the questions will be opened. The schedule may also contain prompts to encourage the interviewee to give moredetailed responses.
It is important to mention that the interviews are going to be administered to 5 students previously selected during the classroom observation.

The participants are selected according to the next characteristics:

← They are students the B.A. in English Language Teaching of 3rd semester group two. The B.A. in English language teaching belongs to the Humanities and SocialScience Institute and this belongs to the Autonomous State University of Hidalgo.

← There are 30 students in the group, from all of them we will select 5, the most talkative ones during the classroom observation made by the researchers.

← They are Spanish speakers.

← They are students that have taken 2 courses of English, so they are supposed to have a pre-intermediate level ofEnglish.

← Their age average is between 18 and 25 years.

CHAPTER 3: LITERATURE REVIEW………………………………………………… 5

3.1. INTRODUCTION……………………………………………………………………. 5
3.2 ERRORS AND MISTAKES IN SPEAKING………………………………………. 5
3.2.1 Types of mistakes in speaking…………………………………………… 5
3.3 SPEAKING…………………………………………………………………………… 7
3.3.1 Speaking as a skill………………………………………………………… 7
3.3.2 Developing oral...
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