The Effect of Repeated Reading on the Pronunciation of Young EFL Learners

  1. Irene Riquelme Gil 1
  2. Julio Roca de Larios 1
  3. Yvette Coyle Balibrea 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2017

Número: 27

Páginas: 7-19

Tipo: Artículo

DOI: 10.30827/DIGIBUG.53948 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objetivos de desarrollo sostenible

Resumen

Este estudio pretende analizar si el método de Lectura Repetitiva (Repeated Reading) mejorala pronunciación de niños de Educación Primaria. Sepracticó con ocho ni- ños de quinto curso queleyeronsistemáticamente distintos pasajesdel mismo libro durante seis semanas. Los datos fueron recogidos con un pretesty tres post-tests, incluyendo una relectura del primer texto, lectura de un fragmento nuevo y entrevista oral.Los datos fueron analizados usando una clasificación de tipos de errores en pronunciación incluyendo vocales, consonantes y acentuación. Los resultados indicaron que los niños mejoraron su pronunciación en los tres post-tests, especialmente al producir lengua oral libremente.

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Fuente de los datos: Dialnet