Abstract
Throughout our experience within the English Language Teaching (ELT) field and while acquiring a second language in English a Foreign Language (EFL) and English as a Second Language (ESL) settings, we have noticed that one of the main perceived challenges for English Language Learners (ELLs) is to effectively communicate. Most of the time, this issue comes from the concern or fear to mispronounce any word, considering that English manages some variations on its phonetic alphabet, which differs from other languages. Therefore, it becomes necessary for ELLs the acquisition of English phonemic awareness to improve their pronunciation, fluency, and confidence when orally communicating in English. Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences.
Highlights
Basing on the interlanguage hypothesis, phonemic awareness, English phonology theories, and Information and Communication Technology (ICT) tools and resources, this study aims to analyze: a.) to what extend does phonemic awareness development influence on students’ communication skills? b.) How effective is the implementation of technology to develop phonemic awareness? To do so, a phenomenological study, based on the constructivism epistemology, was conducted including a deep revision of the existed literature, various studies previously applied, and the researchers’ experience within the teaching and professional field to examine the impacts of developing phonetic awareness through technological resources on English language learners’ (ELL) communicative competences
One of the most relevant challenges when teaching English as a foreign language (EFL) is the lack of opportunities that students have to interact with the reality, which limits them when achieving a high level of language proficiency and communicative abilities
The fear of orally interacting using a foreign language is a palpable issue on English Language Learners’ (ELL) within the ELT
Summary
One of the most relevant challenges when teaching English as a foreign language (EFL) is the lack of opportunities that students have to interact with the reality, which limits them when achieving a high level of language proficiency and communicative abilities. This study main objective is to support EFL teachers to guide students to overcome the interlanguage issues that do not allow them to acquire a high level of English proficiency due to bad previous academic and linguistic experiences and poor interaction with real language with native English speakers. It involves unique language features created by each student that allow them to communicate meaning, having their native language as a foundation to generate second language structures This is considered as the version of English that ELL used in the process of acquiring the language with some variable system of rules and pronunciation (Freeman & Freeman, 2011)
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