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1. MEMORIA DE GRADUACION
¨ DESCRIBING THE EDUCATIONALFACTORS THAT HINDER PROPER
PRONUNCIATION OF ENGLISH IN THE ORAL COMMUNICATION COURSES
FROM 11TH GRADERS AT TICABÁN HIGH SCHOOL, GUAPILES ¨
BY
Bach. Marta Alfaro
Bach. Geiner Quesada
UNIVERSIDAD MAGISTER

2. CHAPTER I
INTRODUCTION

3. BACKGOUND AND JUSTIFICATION
 The process of foreign language learning has become a titanic
endeavor for most high-scholars within the public education,(Estado
de la Educación, 2014)
 To promote the development of this skill, it is necessary that student
aware of the following principles:
• Oral speech is acquired through listening
• Speech delivery, rhythm, intonation and pronunciation are learned
by listening to appropriate language models
• For the students to speak English it is essential that English is
spoken in class and in any other situation when it is required.

4. GENERAL AND SPECIFIC OBJECTIVES
To describe the educational factors that hinder proper pronunciation
of English in the oral communication courses from 11th graders at
Ticabán High School, Guápiles.
SPECIFIC OJECTIVES
• To assess English pronunciation accuracy in 11th graders.
• To determine challenging situations and opportunities regarding
English pronunciation.
• To identify the educational factors which might hinder the English
pronunciation learning process.
• To appraise the use of phonics in English teaching
• To offer a guide for the introduction of teaching English
pronunciation strategies in public high school of Ticabán, Pococí.

5. VARIABLES
• English Pronunciation Accuracy
• Threats regarding English pronunciation
• Opportunities regarding English pronunciation
• Educational Factors
• Phonics
• Eleventh graders

6. CHAPTER II
THEORICAL FRAMEWORK

7. INSTITUTIONAL FRAMEWORK
 Its official name of is Liceo de Ticabán, it was founded on
February, 1997. This institution operates under the
Educational Innovation type of school, and belongs to the
Rita School Circuit or The Rita 02. This institution is guided
under the directions of MSc. Francisco Javier Salazar Jara
Administrative Teachers TOTAL
11 24 35

8. FEATURES AND ASSESS OF PRONUNCIATION
 Pronunciation is the way a word or a language is
spoken, or the manner in which someone utters a
word. Pronunciation is the way how sounds are
articulated by speakers.
 The ideal way of testing pronunciation is to actually
listen to the learner. Take segmental phonemes,
word stress as illustrations, also specific features of
English pronunciation, as a teaching activity and as
part of an examination.

9. CHALLENGING SITUATIONS AND OPPORTUNITIES
 Despite extensive agreement about the importance
of pronunciation teaching, in ESL courses around
the country pronunciation is the aspect of language
that receives least attention.
 Classes must be learner-center in the sense that
learners should be able to practice speech that will
be directly useful to them in their real lives.

10. DETERMINE CHALLENGING SITUATIONS AND
OPPORTUNITIES REGARDING ENGLISH
PRONUNCIATION
• DO TEACHERS NEED TO TEACH PRONUNCIATION?
• HOW TO TEACH PRONUNCIATION
• SET PRONUNCIATION IN A COMMUNICATIVE CONTEXT
• TAKE A LEARNER-CENTERED APPROACH

11. EDUCATIONAL FACTORS THAT HINDER THE
ENGLISH PRONUNCIATION LEARNING PROCESS
• LANGUAGE ACQUISITION
• LINGUISTIC BACKGROUND
• FACTORS AFFECTING THE LEARNING OF
PRONUNCIATION
• ACCENT
• STRESS, INTONATION, AND RHYTHM
• MOTIVATION AND EXPOSURE
• AGE
• MOTHER TONGUE INFLUENCE

12. PRONUNCIATIONS DESCRIPTORS

13. CHAPTER III
METHODOLOGICAL FRAMEWORK

14. METHODOLOGICAL FRAMEWORK
TYPE OF INVESTIGATION
 This research is a descriptive study.
SUBJECTS OF INVESTIGATION AND INFORMATION
 Students, teachers and administrative staff community of
Ticabán. The documented information from students, teachers,
and the administrative personnel, used on the purpose of this
investigation there are the MEP General Guidelines and
English curriculum, and varied textbooks related to literature of
pronunciation, online research has been carried out to identify
pronunciation skills.

15. CHAPTER IV
ANALYSIS AND INTERPRETATION OF
THE RESULTS

16. PROCESSING OF THE INFORMATION
The way of processing the information in this
investigation will be by informatics programs
like Microsoft Word and Excel. Microsoft Excel
provides excellent tools for the tabulation of
data and the creation of graphs and schemes.

17. STUDENTS’ PERCEPTION REGARDING
THEIR OWN ENGLISH PRONUNCIATION

18. STUDENTS’ BASIC KNOWLEDGE
ABOUT THE INTERNATIONAL
PHONETIC ALPHABET

19. STUDENTS’ OPINIONS ON THE
TECHNIQUES TEACHERS IMPLEMENT
IN THE CLASSROOM IN ORDER TO
IMPROVE ENGLISH PRONUNCIATION

20. STUDENTS’ OPINIONS ABOUT THE DESIRABLE
PRONUNCIATION INSTRUCTOR

21. STUDENTS’ OPINIONS ON THEIR TEACHER’S
NECESSITY OF IMPROVEMENT

22. TEACHERS’ OPINIONS ON THE POSSIBLE
OBJECTIVE FOR INCLUDING PRONUNCIATION IN
THE ENGLISH CURRICULUM

23. TEACHERS’ PERCEPTION ON THE BENEFITS OF
IMPLEMENTING STRATEGIES TO IMPROVE
PRONUNCIATION FOR STUDENTS AT TICABÁN
HIGH SCHOOL

24. CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS

25. CONCLUSION RECOMENDATION
Students’ English pronunciation
accuracy fails in all senses.
 Update teachers´ linguistic and
phonetic knowledge
 Provide English speaking spaces.
 MEP incorporation of an oral final
test
Challenging
MEPs objectives, teachers academic
preparation, students´ motivation, lack
of resources and time
Opportunities
Fresh minds, innovative and
challenging and benefit
Help teachers organize their time and
the contents to be covered and give
them the opportunity to participate in
workshops, conferences, online
courses and others.
Teacher need to evaluate to much
works form students and others
multiple chores (40 mits lesson is not
enough)
Record of all the educational factors
about English Language program within
the Costa Rican Ministry of Public
Education
Using phonics seems to be well
accepted for both teachers and
students.
Implementation of phonetics resources
that could help students improves their
English pronunciation.

26. CHAPTER VI
PROPOSAL FOR THE IMPLEMENTION OF
PRONUNCIATION STRATEGIES TO 5TH GRADERS
IN THE DIVERSIFIED EDUCATION AT TICABÁN
PUBLIC HIGH SCHOOL

27. JUSTIFICATION
The purpose of the following project is to develop a guided
strategy to improve the way how the English oral skill is
being taught nowadays at the Liceo de Ticabán, Guápiles.
The project pretends to motivate teachers and students to
emphasize the importance that pronunciation has at the time
to learn a new language, in this case, English.

28. GENERAL AND SPECIFIC OBJECTIVES
 To offer a guide for the introduction of teaching English
pronunciation strategies in public high school of Ticabán, Pococí.
 SPECIFIC OBJETIVES
• To design a lesson plan where pronunciation details will be
develop in order to introduce some knowledge about it to the
student.

• To implement pronunciation learning strategies that contains
relevant teaching in this area in order to complement the lesson
plan.

• To introduce authentic and technological materials to learn
English based real life situations.

29. TEACHERS´TRAINING- PROPOSAL AGENDA
 DAY 1st:
Cognitive Target: Design a lesson plan where pronunciation
details will be developed.
 DAY 2nd:
Cognitive Target: Pronunciation learning strategies.
 DAY 3rd:
Cognitive Target: Authentic and technological materials used
in pronunciation teaching process.