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

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

ISSN: 1697-7467

Datum der Publikation: 2017

Nummer: 27

Seiten: 7-19

Art: Artikel

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

Andere Publikationen in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Zusammenfassung

This study explores whether the Repeated Reading (RR) method can help young Spanish EFL learners improve their pronunciation. The study was carried out with eight 10-to-11year old children who systematically read different passages from the same storybook for six weeks. Data were collected in a pretest and three post-tests involving the re-reading of the original text, reading of an unknown textand an oral interview. Data were analyzed with a classification of pronunciation error types focusing on vowels and consonants. The results indicated that the children improved their pronunciation on the three posttests, especially when producing free speech.

Bibliographische Referenzen

  • Blevins, W. and Lynch, J.(2000). Building Fluency: Lessons and Strategies for Reading Success. Scholastic Professional Book, Wiley Blevins.
  • Bouygues, R. (2005). The Effect of Repeated Reading on Reading Fluency: The Case of Second Year University EFL students at the English Department, ENS, Constantine, 2005. Mentouri University, Constantine (Algeria). MA thesis.
  • Chen, Y. and Chang, S. (2008). A Trial Study on using Readers Theatre with EFL Junior High Students. Paper presented at the 25th International Conference of English Teaching and Learning 2008 Taiwan.
  • Dowhower, S.L. (1987).Effects of Repeated Reading on Second Grade Transitional Readers’ Fluency and Comprehension. Reading Research Quarterly, 22(4), 389-406.
  • Dwyer, M.A. (1983). Some Strategies for Improving Reading Efficiency. Forum, 12, 3:5-10.
  • Fraser, H. (1999). ESL Pronunciation Teaching: Could it be more effective? Australian Language Matters Journal, 7, 4: 7-8.
  • Gabrielatos, C. (2002). Reading Loud and Clear: Reading Aloud in ELT. ERIC Document Number ED477572.
  • Gibson, S. (2008). Reading Aloud: A Useful Learning Tool? ELT Journal, 62: 29-36.
  • Hulme C, Roodenrys S. (1995). Verbal Working Memory Development and its Disorders.Journal of Child Psychology and Psychiatry. 36, pp. 373–398.
  • Kendrick, H. (1997). Keep Them Talking! A Project for Improving Students’ L2 Pronunciation. System, 25, 4: 545-560.
  • Lado, R. (1957). Linguistics Across Cultures.Michigan: University of Michigan Press.
  • LázaroIbarrola, A. (2011). Imitating English Oral Texts: A useful Tool to Learn English Pronunciation? Porta Linguarum, 16: 49-63.
  • Leather, J.H. (1999).Second-language Speech Research: An Introduction. Oxford: Blackwell.
  • Lloyd, S. and Wernham, S. (1994) The Phonics Handbook. Essex: UK Jolly Learning Ltd.
  • MacDonald, D., Yule, G. and Powers, M. (1994). “Attempts to Improve English L2 Pronunciation: The Variable Effects of Different Types of Instruction”.Language Learning, 44, 1: 75-100.
  • Major, R.C. and Kim, E. (eds.)(1999).The Similarity Differential Rate Hypothesis.Oxford: Blackwell.
  • Monroy, R. (2001). Profiling the Phonological Processes Shaping the Fossilised IL of Adult Spanish Learners of English As Foreign Language. Some Theoretical Implications, International Journal of English Studies, 1: 157-217.
  • Robertson, P. (2003). Teaching English Pronunciation Skills to the Asian Learner.A Cultural Complexity or Subsumed Piece of Cake? Asian EFL Journal, 5, 2: 1-26.
  • Superfine, W. (2009). The Christmas Mouse. London: Richmond Publishing.
  • Taguchi, E., Takayasu-Maass and Gorsuch, G. (2004).Developing Reading Fluency in EFL: How Assisted Repeated Reading and Extensive Reading Affect Fluency Development. Reading in a Foreign Language, l6: 1-19.
  • Tost, G. (2013). Bettering Pronunciation Through Reading Aloud and Peer Appraisal. Bellaterra Journal of Teaching and Learning Language and Literature, 6, 35-55.
  • Wallace, C. (1992). Reading. Oxford: Oxford University Press.
  • Wang, Y. and Kuo, T. (2011). “A Study of How Repeated Reading Affects English Recitation Fluency in College Students”.Chinese Journal of Applied Linguistics, 34, 2: 18-33.
  • Yule, G. and MacDonald, D. (1995).The Different Effects of Pronunciation Teaching. IRALInternational Review of AppliedLinguistics 33, 4: 345-50.
Fuente de los datos: Dialnet