Clearly, pronunciation is essential in order to have a better communication in any language; for example, in Costa Rica students who are learning English as a foreign language have to overcome some difficulties because our mother tongue is totally different from English pronunciation. As a result, teachers play an important role in encouraging students to understand the English pronunciation strategies. In fact, there are many sounds which are difficult for students to pronounce such as the suffix -ed used for regular verbs in past tense. According to Marín (2008), “Teachers may find difficulty in trying to help their students at different proficiency levels improve or, at least, to develop an awareness of pronunciation aspects.” (p. 144). …show more content…
III. Objectives
A. General Objective
To analyze the main problems or difficulties that non-native students face regarding -ed pronunciation for regular verbs in English simple past tense, through an observation and exercises in a short group from IPEA English Center, in order to explore some useful techniques to help them in overcomingthose difficulties.
B. Specific Objectives
a) Specific objective 1
To explore the main characteristics of thethree –ed ending sounds for regular verbs in English simple past tense.
b) Specific objective
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For instance, there are factors that may interfere with English pronunciation and spelling, and they are called phonic and phonological alterations. For example, as said by this author, the final sounds of –ed that are used for pronouncing past tenses in English regular verbs do not exist in Spanish, which becomes an important interference to take into account when non-native speakers are learning and applying such –ed endings and its variations /t/ - /d/ - /Id/ for speaking purposes.Furthermore, as Joanne Rajadurai has affirmed in the article Pronunciation Issues In Non-Native Contexts: A Malaysian Case Study(2006), teaching pronunciation for EFL students is a process that responds to “a rigid adherence to prescribed norms, which usually means native norms”, so Spanish speakersneed first to know those differences and second, work on the phonic features involved to accomplish the variations of –ed endings correctly and acquire the knowledge to use it in context. Similarly, Ana Solano Campos in her article Teaching and Learning English in Costa Rica: A Critical Approach (2013) offers an English overview and gives recommendations for incorporating a critical perspective in language activities in a Costa Rican EFL classroom. In
As a baseline, teachers should be trained to acknowledge the resources and backgrounds all children so that they may be able to recognize the strengths of non-native English speakers. A wholistic evaluation of minority groups is necessary for their successful integration in to the education system, if traditional practices are to continue in society. Many children in poorer areas are forced to “code-switch” between their home dialect and the dialect spoken in school. Teaching one “correct” way to speak and write can have major implications for a young person’s confidence and
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