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¿Entrenamiento perceptivo o instrucción explícita? Percepción y producción de los patrones de voice onset time iniciales del inglés (le) por estudiantes brasileños
Perceptual Training or Explicit Instruction? Perception and Production of Initial Voice Onset Time Patterns in English (fl) by Brazilian students
Treinamento perceptual ou instrução explícita? Percepção e produção dos padrões de voice onset time iniciais do inglês (le) por estudantes brasileiros
DOI:
https://doi.org/10.15446/fyf.v33n2.81067Palabras clave:
entrenamiento, instrucción, percepción, producción, pronunciación (es)training, instruction, perception, production, pronunciation (en)
treinamento, instrução, percepção, produção, pronúncia (pt)
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En inglés, el voice onset time (vot) desempeña un rol crucial en las distinciones entre oclusivas sordas y sonoras en posición inicial de palabra. La combinación de las prácticas de entrenamiento perceptivo e instrucción explícita ofrece beneficios para la percepción y producción de esos segmentos por estudiantes de inglés. En este trabajo investigamos si la aplicación de cada una de esas técnicas brinda resultados positivos en términos de percepción y de producción de las oclusivas sordas aspiradas /p/, /t/ y /k/. Para ello, participaron 30 estudiantes brasileños de inglés, divididos en tres grupos, cada uno expuesto a diferentes tratamientos. Los participantes realizaron tareas de identificación y producción oral en tres momentos distintos (pretest, postest y postest tardío). Los resultados muestran que el entrenamiento perceptivo promueve mejoras en la percepción, pero no así en la producción. Por su parte, la instrucción explícita con prácticas de producción genera avances en la producción únicamente.
In English, Voice Onset Time (vot) plays a crucial role in the differentiation between voiceless and voiced stop sounds in word-initial position. The combination of practices of perceptual training and explicit instruction enhance the perception and production of these segments by students of English. We investigate whether the application of each of these techniques produces positive results in terms of the perception and production of aspirated voiceless stops /p/, /t/ and /k/. Thirty Brazilian students divided into three groups participated in the study, with each group exposed to different treatments. Participants carried out identification and oral production tasks in three different moments (pretest, posttest, and delayed posttest). The results show that perceptual training improves perception, but not production. On the other hand, explicit instruction with production practices only improve production.
In English, Voice Onset Time (vot) plays a crucial role in the differentiation between voiceless and voiced stop sounds in word-initial position. The combination of practices of perceptive training and explicit instruction enhance the perception and production of these segments by students of English. We investigate whether the application of each of these techniques produces positive results in terms of the perception and production of aspirated voiceless stops /p/, /t/ and /k/. Thirty Brazilian students divided into three groups participated in the study, with each group exposed to different treatments. Participants carried out identification and oral production tasks in three different moments (pretest, posttest, and delayed posttest). The results show that perceptual training improves perception, but not production. On the other hand, explicit instruction with production practices only improve production.Em inglês, o voice onset time (vot) desempenha um papel crucial nas distinções entre oclusivas surdas e sonoras em posição inicial de palavra. A combinação de práticas de treinamento perceptual e instrução explícita oferece benefícios para a percepção e produção desses segmentos por parte de estudantes de inglês. Neste trabalho, pesquisamos se a aplicação de cada uma dessas técnicas oferece resultados positivos em termos de percepção e produção das oclusivas surdas aspiradas /p/, /t/ e /k/. Para isso, participaram trinta estudantes brasileiros, divididos em três grupos, cada um exposto a diferentes tratamentos. Os participantes realizaram tarefas de identificação e produção oral em três momentos distintos (pré-teste, pós-teste e pós-teste tardio). Os resultados mostram que o treinamento perceptual promove melhorias na percepção, mas não na produção. Por sua vez, a instrução explícita com práticas de produção gera avanços unicamente na produção.
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1. Ubiratã Kickhöfel Alves, Felipe Guedes Moreira Vieira. (2022). O treinamento perceptual no desenvolvimento dos padrões de Voice Onset Time do inglês (L2) por um aprendiz argentino. BELT - Brazilian English Language Teaching Journal, 13(1), p.e42967. https://doi.org/10.15448/2178-3640.2022.1.42967.
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