Characterization of the Teaching of the Phonological Level in Medical English
Keywords:
Speech intelligibility, Language, Teaching.Abstract
Introduction: oral communication skills are very important in the teaching of foreign languages, although teaching phonological level, and hence the pronunciation as an essential sub-skill, should receive the same attention due to their impact on the oral performance of Medicine students.Objective: to characterize the teaching of the phonological level in medical English depending on the development of intelligibility in the Medicine major.
Material and method: qualitative study supported by the dialectical materialist method. In its course, theoretical methods were used, such as the logical-historical and the systemic-structural, and empirical methods, such as direct observation to classes and the evaluation process of oral communication skills in English for medical purposes.
Results: a summary was created of the difficulties of the teaching-learning process of the phonological level, through direct observation of the educational reality, in which this process is contained, and also of the evaluation process of oral communication skills in the English for medical purposes cycle, from the assumed indicators.
Conclusions: difficulties were found in the process of teaching the phonological level in English with medical purposes, which limit the intelligibility by most of the students in the medical English cycle of the Medicine major, due to the inefficient management of pronunciation within speaking lessons and on key elements for intelligibility, such as the suprasegmental and segmental ones, as well as other processes associated with oral production.
Downloads
References
1. Cuba. Ministerio de Salud. Instrucción VADI 80. La Habana: MINSAP; 2010
2. Schaetzel K, Low EL. Teaching pronunciation to adult English language learners. Washington DC: CAELA Network; July, 2009. Available from: http://www.cal.org/caelanetwork/resources/pronunciation.html [cited September 2013]
3. Jenkins J. The Phonology of English as an International Language. Oxford: Oxford University Press; 2000.
4. Gilakjani AP. A study on the situation of pronunciation instruction in ESL/EFL classrooms. Journal of Studies in Education[internet]. 2011[Cited september 2013]; 1(1): E4. Available from: http://www.macrothink.org/journal/index.php/jse/article /viewFile/924/746
5. Gilakjani AP. The significance of pronunciation in English language teaching. English language teaching[internet]. April 2012[cited September 2013]; 5(4): 96. Available from: http://www.ccsenet.org/journal/index.php/elt/article/viewFile/15940/10703
6. Jenkins J. English as a Lingua Franca: interpretations and attitudes. World Englishes[internet]; 2009[cited September 2013]; 28(2):10. Available from: http://wwwhomes.uni-bielefeld.de/sgramley/Jenkins_ELF.pdf
7. Gao Y, Zhang D. Influential factors in oral English learning. Asian Social Science[internet]. December 2010[cited September 2013]; 6(12). Available from: http://ccsenet.org/journal/index.php/ass/article/view/8424/6250
8. Gilanjaki AP, Seyedeh A, Mohammad A. Why is Pronunciation so difficult to Learn?. September 2011[cited September 2013]; 4(3): Available from: http://www.ccsenet.org/journal/index.php/elt/article/view/11877/8337
9. Goodwin J. Teaching pronunciation. In: Celce-Murcia MA. Teaching English as a Second or Foreign Language. 3rd edition. Heinle & Heinle: 2001; 118.
10. Morley J. Pronunciation Pedagogy and Theory. Washington DC: TESOL Oxford University Press; 1994.
11. Sewell A. Research methods and intelligibility studies. World Englishes[ìnternet]. 2010[cited September 2013]; 29(2): 257-269. Available from: http://onlinelibrary.wiley.com/doi/10.1111/j.1467-971X.2010.01641.x/
12. Richards J, Schmidt R. Dictionary of Language Teaching and Applied Linguistics. 3rd edition. Pearson Education. 2002.
13. Gilbert J. Teaching Pronunciation. Using the Prosody Pyramid. Cambridge: Cambridge University Press; 2008.
14. Roberts C, Moss B, Wass V, Sarangi S, Jones R. Misunderstandinngs: a qualitative study of primary care consultations in multilingual settings, and educational implications. Medical Education[internet]. 2005[cited September 2013]; 39(5): 465-75. Available from: http://www.cf.ac.uk/encap/resources /HCRC-MED-misunderstanding.pdf
15. Foote JA, Holtby AK, Derwing TM. Survey of the teaching of pronunciation in adult programs in Canada 2010. TESL Canada journal[internet].2011[cited September 2013]; 29(1): Available from: http://www.teslcanadajournal.ca/inde
Published
How to Cite
Issue
Section
License
Authors who have publications with this journal agree to the following terms: Authors will retain their copyrights and grant the journal the right of first publication of their work, which will be publication of their work, which will be simultaneously subject to the Creative Commons Attribution License (CC-BY-NC 4.0) that allows third parties to share the work as long as its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g.: deposit it in an institutional telematic archive or publish it in a volume). Likewise, and according to the recommendations of the Medical Sciences Editorial (ECIMED), authors must declare in each article their contribution according to the CRediT taxonomy (contributor roles). This taxonomy includes 14 roles, which can be used to represent the tasks typically performed by contributors in scientific academic production. It should be consulted in monograph) whenever initial publication in this journal is indicated. Authors are allowed and encouraged to disseminate their work through the Internet (e.g., in institutional telematic archives or on their web page) before and during the submission process, which may produce interesting exchanges and increase citations of the published work. (See The effect of open access). https://casrai.org/credit/
