A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners' (ELL) Communicative Competences

Autor/inn/en	Fabre-Merchán, Paolo; Torres-Jara, Gabriela; Andrade-Dominguez, Francisco; Ortiz-Zurita, Ma. José; Alvarez-Muñoz, Patricio
Titel	A Phenomenological Study: The Impacts of Developing Phonetic Awareness through Technological Resources on English Language Learners' (ELL) Communicative Competences
Quelle	In: English Language Teaching, 10 (2017) 12, S.83-87 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Phenomenology; English (Second Language); Second Language Learning; Second Language Instruction; Communicative Competence (Languages); Phonology; Linguistic Theory; Pronunciation; Phonemic Awareness; Interlanguage; Language Variation; Information Technology; Constructivism (Learning); Epistemology; Teaching Methods; Foreign Countries; Ecuador + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Fonologie; Linguistische Theorie; Aussprache; Zielsprache; Sprachenvielfalt; Informationstechnologie; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students' communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers' experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners' (ELL) communicative competences. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01