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.