Carrera Licenciatura Licenciatura en Pedagogía de los idiomas nacionales y extranjeros

Permanent URI for this community

https://repositorio.utc.edu.ec/handle/27000/5300

Browse

Browsing Carrera Licenciatura Licenciatura en Pedagogía de los idiomas nacionales y extranjeros by Subject "ANÁLISIS DE ERRORES"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    “Error analysis of english consonant pronunciation in efl learners”
    (Ecuador : Pujilí : Universidad Técnica de Cotopaxi (UTC), 2024-08) Madrid Valencia, Alexander Jonathan; Tovar Viera, Rodrigo Vicente
    Pronunciation errors in EFL learners, especially with English consonants, present a significant challenge that can hinder effective communication. The research objective was to analyze English consonant sounds and clusters difficulties in pronunciation in students majoring of the first semester of the English course at the Technical University of Cotopaxi. A qualitative and quantitative approach was employed, combining insights from Creswell's framework for exploring social problems and Satter's analytical method for data interpretation. Data were collected through a pronunciation test assessing participants' ability to articulate 10 English consonant sounds absent from the Spanish phonological system. Research population consists of 10 students from the first semester of the Pedagogy of Nacional and Foreign Languages Majoring in English. The research findings reveal significant challenges in pronouncing voiced consonants such as /s/, /z/, /t/, /d/, /b/, /v/, /j/, /ʤ/, /ð/, and /θ/, highlighting the impact of language interference from Spanish on English pronunciation but particularly with voiced consonants such as /z/ (100%) /ʤ/ (100%) and /v/ (100%) , in line with broader research showing that students often have difficulties with sounds that are not present in their native language. Gender-specific patterns in phoneme acquisition were also observed, with differences in error rates for particular sounds between male (34.3%) and female (29%) participants. These results underscore the need for targeted pronunciation training that addresses specific phonological challenges and considers individual learner differences.