Pronunciation learning strategies to strengthen oral intelligibility in 7th grade english students in the I.E. Monseñor Ramon Arcila a public school in Cali

Abstract

The document is the result of a research that aimed to examine the effects of the didactic strategies of pronunciation in the oral intelligibility of seventh grade English students in the public school Monseñor Ramón Arcila in Cali. For this purpose, a qualitative approach methodology was developed; the tools used to collect the information and to observe the progress of the process were: the diagnostic test, the application of a didactic sequence and the final test. The main aspect evaluated was intelligibility as a key component in pronunciation, in relation to reading and oral interaction. In the end, it is concluded that although the students did not improve their intelligibility process, they were able to identify the difficulties and seek learning strategies to improve it.