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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Červinková Poesová, Kristýna (advisor) ; Uličná, Klára (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract This diploma thesis deals with the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical part of the text investigates the similarities and differences between teaching Synthetic and Analytic Phonics. Whether synthetic phonics is essential not only for native English speakers, but also for EFL students is examined. Furthermore, it introduces the changes and development in phonics teaching in a historical context. The practical section describes the test preparation and presents how the research methodology was applied. It also examines the data collected from testing four groups of Prague primary school children who have different experience of phonics. Last but not least, the empirical section presents the results of 60 students' readings and analyses their performances concluding with an assessment as to whether explicit Synthetic Phonics teaching instruction helps EFL students in pronouncing words or not. Key words: synthetic phonics, analytic phonics, phonemes, graphemes, pronunciation and articulation, spelling, reading, writing
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Uličná, Klára (advisor) ; Müller Dočkalová, Barbora (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract The diploma considers the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical section examines foreign language methodology - the field of reading acquisition in young learners, especially English language pronunciation. It studies how systematic explicit Phonics approach can help in learning how to read and pronounce words correctly. It explores the similarities and differences between teaching Synthetic and Analytic Phonics, and compares them. Furthermore it discusses whether synthetic phonics is useful not only for native English speakers, but also for EFL students. The practical part focuses on testing two groups of children who have different experiences of phonics. The data were collected in Prague and the Hradec Králové region. There were 62 students tested out of whom 33 were in a control group and 29 were taught using a systematic Phonics approach. A specially designed test consisting of two different activities was applied. It tested word reading, non-word pronouncing and sight word recognition. The aim of the research was to find out whether explicit Synthetic Phonics teaching instruction helps not only native English speakers, but also EFL learners in...
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Comparison of English and French Vocalic Systems
Havránková, Anna ; Červinková Poesová, Kristýna (advisor) ; Vít, Radek (referee)
This thesis examines the vocalic systems of English and French. In the theoretical part the quality and quantity of English and French vowels are described and compared. In addition, different grapheme-to-phoneme correspondences are shown. The practical part presents a comprehensive analysis of sound material obtained from twelve French native speakers who recorded several lists of carefully selected English words. The aim is to identify the most common pronunciation mistakes which might contribute to the perception of French accent and to understand their occurrence on the basis of the previously made comparison. The results indicate a variety of mistakes partly caused by a complicated English grapheme-to-phoneme correspondence, partly by the influence of different correspondences in French and also by the existence of common lexis in both languages. All the data are supported with graphs.
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Červinková Poesová, Kristýna (advisor) ; Uličná, Klára (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract This diploma thesis deals with the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical part of the text investigates the similarities and differences between teaching Synthetic and Analytic Phonics. Whether synthetic phonics is essential not only for native English speakers, but also for EFL students is examined. Furthermore, it introduces the changes and development in phonics teaching in a historical context. The practical section describes the test preparation and presents how the research methodology was applied. It also examines the data collected from testing four groups of Prague primary school children who have different experience of phonics. Last but not least, the empirical section presents the results of 60 students' readings and analyses their performances concluding with an assessment as to whether explicit Synthetic Phonics teaching instruction helps EFL students in pronouncing words or not. Key words: synthetic phonics, analytic phonics, phonemes, graphemes, pronunciation and articulation, spelling, reading, writing
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Effectiveness of teaching synthetic phonics to EFL students
Urbanová, Lucie ; Uličná, Klára (advisor) ; Müller Dočkalová, Barbora (referee)
The effectiveness of teaching synthetic phonics to EFL students Abstract The diploma considers the effectiveness of systematic and explicit Synthetic Phonics teaching methods in the EFL learning environment. The theoretical section examines foreign language methodology - the field of reading acquisition in young learners, especially English language pronunciation. It studies how systematic explicit Phonics approach can help in learning how to read and pronounce words correctly. It explores the similarities and differences between teaching Synthetic and Analytic Phonics, and compares them. Furthermore it discusses whether synthetic phonics is useful not only for native English speakers, but also for EFL students. The practical part focuses on testing two groups of children who have different experiences of phonics. The data were collected in Prague and the Hradec Králové region. There were 62 students tested out of whom 33 were in a control group and 29 were taught using a systematic Phonics approach. A specially designed test consisting of two different activities was applied. It tested word reading, non-word pronouncing and sight word recognition. The aim of the research was to find out whether explicit Synthetic Phonics teaching instruction helps not only native English speakers, but also EFL learners in...
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Comparison of English and French Vocalic Systems
Havránková, Anna ; Červinková Poesová, Kristýna (advisor) ; Vít, Radek (referee)
This thesis examines the vocalic systems of English and French. In the theoretical part the quality and quantity of English and French vowels are described and compared. In addition, different grapheme-to-phoneme correspondences are shown. The practical part presents a comprehensive analysis of sound material obtained from twelve French native speakers who recorded several lists of carefully selected English words. The aim is to identify the most common pronunciation mistakes which might contribute to the perception of French accent and to understand their occurrence on the basis of the previously made comparison. The results indicate a variety of mistakes partly caused by a complicated English grapheme-to-phoneme correspondence, partly by the influence of different correspondences in French and also by the existence of common lexis in both languages. All the data are supported with graphs.
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