REFERENCES. Documentary. 1. Author: Nelly, Gerald Title: How to teach pronunciation Editorial: Longman 1ª ed. Year: 2000 Country: England

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1 REFERENCES Documentary 1. Author: Nelly, Gerald Title: How to teach pronunciation Editorial: Longman 1ª ed. Year: 2000 Country: England 2. Author: Care, Philip Title: Modern Linguistics Phonology Editorial: Palgrave Macmillan 1ª ed. Year: 1993 Country: London, England 3. Author: Sandín Esteban, María Paz Title: Investigación Cualitativa en Educación: Fundamentos y Tradiciones Editorial: McGraw Hill 1ª ed. Year: 2003 Country: Spain 4. Author: Wallace, Michael J. Title: Action Research for Language Teachers Editorial: Cambridge University Press 1ª ed. Year: 1998 Country: The United Kingdom 5. Author: Aristides Quillet Title: Enciclopedia Autodidacta Quillet Editorial: Cumbres. 14. ed. Year: 1968 Country: Mexico 6. Author: Adachi, Keiko Magazine Title: English Teaching Forum Article: Shadowing Year: 1997 Country: The United States of America Virtuals 1. Author: Iruela Guerrero, Agustín Title: Qué es la pronunciación? Country: Spain Searching Date: March, 2008.

2 2. Author: Luster, Gordon Title: Shadowing Year: 2005 Country: The United States of America Searching Date: March, Author: Zamora, Sergio Title: La Lengua Española Year: 2002 Country: Mexico Searching date: June 10th, Author: Kellogg, Michael Title: Diccionario de la Lengua Española Year: 2008 Country: The United States of America Searching date: June 10th, Author: Morse, John; President and Publisher Title: Merriam-Webster Dictionary Online Year: 2008 Country: The United States of America Searching date: June 10th, Author: British Council Title: Teaching English- Accuracy Year: 2007 Country: England Searching Date: June 10th, Author: Taylor y Bogdan Title: Introducción a los Métodos Cualitativos de Investigación. Year: 2002 Country: Spain Searching date: June 23rd, Authors: Aldo Vera y Aldo Vera Titles: La Triangulación entre Métodos Cuantitativos y Cualitativos en el Proceso de Investigación

3 Year: 2005 Country: Chile Searching date: June 23rd, Author: Carlos Alberto Gonzalez Quitian Title:Conferencia Vivencial. Indicadores del Talento Creativo. Country: Colombia 10. Author: Molina G.,Teresa Title: Curso: Metodología de la Investigación. Investigación Acción (WEB).pdf Year: 2005 Country: Mérida, Mexico 11. Authors: Gutiérrez, José; Perales, Francisco y Javier Title: Investigación-Acción Country: Spain 12. Author: CREFAL Title: Investigación Cualitativa Versus Investigación Cuantitativa los%20de%20papel/rp03/tiv4.htm Country: Mexico 13. Author: Ibarra Fernández, Antonio José Título: Metodología de la Investigación Dirección electrónica: País: España 14. Author: Mario Bernales Title: La fonética experimental Country: Colombia

4 15. Author: Ministerio de Educación Title: Plan 2021, Programa COMPITE Country: El Salvador Searching date: August 4th Author: James P. Key Title: Qualitative Research Website: htm Country: Oklahoma, United States of America Searching date: December 12 th, 2008.

5 APPENDIX No. 1 UNIVERSIDAD DE ORIENTE ENGLISH MAJOR INTERVIEW GUIDE: PHASE OF DIAGNOSIS Objective: To assess the degree of difficulty that teachers present in pronunciation of English. INSTRUCTIONS: Answer the following questions conveniently. 1. How do you qualify your level of pronunciation? POOR REGULAR GOOD VERY GOOD EXCELLENT How do you consider the pronunciation of English? DIFFICULT VERY DIFFICULT REGULAR EASY 2. Have you attended to workshops or training to improve your pronunciation? YES NO Have you ever received English courses? 3. Do you use any method or strategy to improve your pronunciation? YES NO EXPLAIN 4. Do you consider that your pronunciation is adequate to the level of your students? Would you like to improve it? 5. What kind of materials or equipment do you use to teach pronunciation to your students? 6. Do you think pronunciation is important for the learning and perfection of English in your students? 7. Do you know the different phonetic symbols that take part in the process of pronunciation? 8. Do you practice your pronunciation outsider the classroom? What strategies do you use? 9. When you are not sure of your pronunciation of any word, do you investigate the correct pronunciation? How? 10. Will you be willing to participate in any kind of workshop in the area of pronunciation?

6 Score UNIVERSIDAD DE ORIENTE FOREIGN LANGUAGE DEPARTMENT APPENDIX No. 2 EVALUATION GUIDE Objective: To evaluate fluency criteria of the non-specialized teachers at practicing the Shadowing technique. INSTRUCTIONS: Mark with a circle the number of criterion with which it correspond. NUMERIC SCALE TO EVALUATE FLUENCY Speed/Pauses Confidence Observations The non-specialized teacher reads the whole text continuously. The non-specialized teacher reads most of the text. The non-specialized teacher reads the text quickly but with awkward pauses and omission of some words. The non-specialized teacher reads the text with long and extended pauses. The non-specialized teacher demonstrates confidence/security and gets over a mistake quickly. The non-specialized teacher demonstrates confidence/security but shows trouble in his errors. The non-specialized teacher shows nervousness and seems to be troubled by his errors. The non-specialized teacher shows nervousness and does not concentrate while. Average score for fluency:

7 UNIVERSIDAD DE ORIENTE APPENDIX No. 3 EVALUATION GUIDE Objective: To evaluate the accuracy of the non-specialized teachers at practicing the Shadowing technique. INSTRUCTIONS: Mark with a circle the number of criterion with which it correspond. NUMERIC SCALE TO EVALUATE ACCURACY 4 Always pronounces correctly 3 Generally pronounces correctly 2 Sometimes pronounces correctly 1 Almost never pronounces correctly Level of Accuracy Correctly pronounces the vowel phonemes and consonants at 100% Correctly pronounces the vowel phonemes and consonants at 75% Correctly pronounces the vowel phonemes and consonants at 50% Correctly pronounces the vowel phonemes and consonants at 25% Understandable pronunciation The reading is 100% comprehensible. The reading is 75% comprehensible. The reading is 50% comprehensible. The reading is 25% comprehensible. Observations Score Average of Level of Accuracy: 6

8 UNIVERSIDAD DE ORIENTE APPENDIX No. 4 EVALUATION GUIDE: PILOT TEST Objective: To evaluate intonation of the non-specialized teachers by practicing the Shadowing technique. INSTRUCTIONS: Mark with a pen the rising and fallings intonation, as well as the stress of words in the following text. TEXT TO EVALUATE INTONATION Basic work skills: necessary in the twenty-first Century Good afternoon everybody. My name is Graciano Imacus. I m a career counselor and students often approach me with concerns about their future. You see, we are living in a society of great technological change, and the skills you need now are different from the ones you needed in the past. With the presence of fax machines, advanced telecommunications systems, industrial technology, and the internet. The process of getting a job in today s world and the skills necessary to be successful in your job have changed for the majority of the US population, and although you still need all of the old skills you also need the new ones. Well, what are the skills that you need? How can you use new technologies to help you? First, let s look at how you find a job. The traditional method of hunting for a job in the past required, first doing research on jobs that were available in your field. Typically by looking in news papers, TV ads, and making phone calls to prospective employers. Then you decided where you were going to apply put your résumé with a cover letter in a stamped envelope and waited anxiously for someone to get back to you. Well today maybe the jobs urge, and application processes are very much the same, but the tools used are much more advanced, and they require more skills and expertise. Observations: 7

9 UNIVERSIDAD DE ORIENTE APPENDIX No. 5 EVALUATION GUIDE: FINAL TEST Objective: To evaluate intonation of the non-specialized teachers by practicing the Shadowing technique. INSTRUCTIONS: Mark with a pen the rising and fallings intonation, as well as the stress of words in the following text. TEXT TO EVALUATE INTONATION SHARK ATTACK When he was eight, British actor Richard E. Grant went on vacation to Mozambique with his parents and his younger brother. One day, they went fishing in a small motorboat on an enormous lagoon called San Martina. After a few hours the motor stopped, and they couldn t start it again. They shouted, but nobody heard them. Suddenly, something moved in the water near the boat. At first they thought it was a dolphin. But then they realized it was a big gray shark. It started knocking the boat. The boat rocked from side to side, and they nearly fell into the water. They were terrified. Grant s father tried to push the shark away, and his mother held him and his brother. They thought they were going to die. Eventually, people in a fishing boat heard them and took them home. Everybody in the town heard about their story and talked about it. Grant s father became a local hero. Two or three weeks later, a local fisherman caught the Shark and put it in the main square. Everybody came to see the monster and took pictures of it. Many years later, when Grant saw the movie Jaws, he relieved the terrible experience. Observations: 8

10 UNIVERSIDAD DE ORIENTE APPENDIX No. 6 INTERVIEW GUIDE: EVALUATION PHASE Objective: To collect appreciations of the non-specialized teachers about the effectiveness of the Shadowing technique. INSTRUCTIONS: Respond conveniently to each question. 1. What is your opinion about the Workshop about the Shadowing technique? 2. How do you consider the practice of the Shadowing technique? EASY REGULAR DIFFICULT VERY DIFFICULT Why? 3. What part of the technique do you think was most difficult? Explain 4. Do you think Shadowing technique can be applied in your classes? Explain 5. In what measure do you consider that the knowledge shown in this workshop has helped or could help in your pedagogic formation? 6. Do you believe that the Shadowing technique improves the pronunciation of English effectively? Why? 9