Shall I compare thee to a native speaker? The imitation and instruction of English poetry with EFL learners

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dc.contributor.advisorTFELázaro Ibarrola, Amparo
dc.contributor.affiliationFacultad de Ciencias Humanas y Socialeses_ES
dc.contributor.affiliationGiza eta Gizarte Zientzien Fakultateaeu
dc.contributor.authorKennedy, Nicholas James
dc.date.accessioned2014-03-14T10:13:21Z
dc.date.available2014-03-14T10:13:21Z
dc.date.issued2013
dc.date.updated2014-03-13T16:11:26Z
dc.description.abstractThis report concerns a 6 week specific methodological intervention to better the pronunciation of 7 Spanish EFL secondary students via the autonomous, at-home poetic imitation of native English speaking models. For 6 weeks, an intact class of EFL learners (number 15) in a Spanish secondary school were presented with an analysis and discussion of contemporary and 20th century poetry, related to love, death and poems of adolescence. After initially being presented with the native models in class, 7 participating students imitated the recitals (from a multi-accented variety of online resources) at home. In order to measure students’ gains in terms of pronunciation, one initial and one final imitation of a specific poem, as well as a thematically specific free speech sample were delivered by every student. More specifically, at weeks 1 and 6, the same topic for both poetry and free speech was recorded. Also, an additional free speech topic and poem were also recorded at week 6 in order to see if the improvements observed in a specific content were also applied to a new piece of language. The recordings were examined and evaluated by 2 native evaluators. The results indicate that the students had better quality pronunciation when imitating and talking about the same free speech topic but, when given an unrehearsed poem and different free speech topic, they seemed unable to assign the improvements to the unpractised poetry and unfamiliar free speech topic. Whole class impressions were also investigated by means of a final questionnaire. Here, all students testified to the importance of pronunciation; they believed the activity to be helpful their pronunciation; they found it enjoyable and would enthusiastically welcome more poetry and literature into their EFL classes.en
dc.description.degreeMáster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarraes_ES
dc.description.degreeBigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoaneu
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/9829
dc.language.isoengen
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.subjectLectura en voz altaes_ES
dc.subjectImitaciónes_ES
dc.subjectEnseñanza de la pronunciaciónes_ES
dc.subjectProsodiaes_ES
dc.subjectElementos suprasegmentaleses_ES
dc.subjectPoesíaes_ES
dc.subjectLiteraturaes_ES
dc.subjectReading alouden
dc.subjectImitationen
dc.subjectTeaching pronunciationen
dc.subjectProsodyen
dc.subjectSuprasegmentalsen
dc.subjectPoetryen
dc.subjectLiteratureen
dc.titleShall I compare thee to a native speaker? The imitation and instruction of English poetry with EFL learnersen
dc.typeinfo:eu-repo/semantics/masterThesis
dspace.entity.typePublication
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relation.isAdvisorTFEOfPublication.latestForDiscoveryc78b64f1-5cde-418e-9b20-23fb67e17018
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