Neurolinguistic Programming and Regular Verbs Past Tense Pronunciation Teaching

Autor/inn/en	Caballero, David R.; Rosado, Nayibe
Titel	Neurolinguistic Programming and Regular Verbs Past Tense Pronunciation Teaching
Quelle	In: English Language Teaching, 11 (2018) 11, S.1-18 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Neurolinguistics; English (Second Language); Second Language Learning; College Students; Pronunciation; Oral Language; Student Satisfaction; Student Attitudes; Program Effectiveness; Spanish; Foreign Countries; Verbs; Teaching Methods; Colombia + Suchen Sie Ihr Suchwort? Neurolinguistisches Programmieren; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Collegestudent; Aussprache; Oral interpretation; Mündlicher Sprachgebrauch; Schülerverhalten; Spanisch; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Kolumbien
Abstract	A troublesome pronunciation issue for Spanish EFL learners is the past -ed ending of regular verbs. Neuro linguistic Programming (NLP) is a perspective integrating neurology, language and programming which are key for processing information and for responding to learners' styles with the potential to help EFL teachers address this pronunciation issue. This paper reports a study conducted in two subsequent terms with 43 students at a university language institute: two groups taught using standard pronunciation techniques and two using NLP techniques preceded by oral tasks in which they were encouraged to pronounce regular verbs in the past. Data collected included students self-recorded pronunciation tasks, a survey to elicit students' motivation and satisfaction and a teacher's log with insights about students' attitude and response to the strategy. Analysis of the data showed that after the first implementation, the NLP group improved their pronunciation a 30%, the standard one improved a 10%. During the second implementation, the NLP group showed an improvement of 23.7% pronunciation accuracy in task 1 and a 24.6% in task two compared to the standard group. The findings suggest that teacher's use of NLP techniques into their classroom instruction have a positive impact on students' pronunciation of the past ending of regular verbs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01