Efecto de la enseñanza sistemática en la percepción y pronunciación en inglés para hispanohablantes: los alomorfos de los pasados regulares

Abstract

The present work investigated the effect of systematic teaching in the production and perception of past regular “ed” morpheme in English. Fourteen subjects (experimental group) were involved in twelve activities; regarding the pronunciation of “ed” morpheme during a three-month treatment. Fifteen subjects were treatment free. A pretest and a postest were applied to both groups in which they were put to work on three different activities: reading out loud; perception of past and present tenses and semi-spontaneous story report. The study shows a slight positive effect on production skills but none in perception ones.