Curricular presence analysis of the suprasegmental features in the initial teaching formative period

Authors

  • Leonel Alberto Abarzúa Ceballos Universidad Arturo Prat
  • María Victoria Miranda Espinoza Universidad de Barcelona

DOI:

https://doi.org/10.1344/phonica.2016.12.7-18

Keywords:

Suprasegmental features, Pronunciation didactics, Initial Teaching Formative Period

Abstract

The value of words is undeniable. However, this value is mainly given to the written word, underestimating in many cases the power of oral speech. This situation is not only applicable in terms of everyday life, but also in the chilean educational system from initial level to tertiary ones.

In this context, with this research we have proposed ourselves to analyze descriptively the pertinence level of the suprasegmental features of the Guiding Standards For Graduated Elementary Pedagogy Students - the main document was provided by the Ministry of Education in Chile for the Initial Teaching Formative Period (FID)- and the Formative Plan 2015 in the Elementary Teaching Program at Universidad Arturo Prat, Chile. The conclusions disclosed that there is an important percentage of declarative curricular coverage- in both the ministry and the university document- related to the development of the reading and writing skills, and the ones connected to spoken language are barely considered just as pronunciation elements.

Author Biographies

Leonel Alberto Abarzúa Ceballos, Universidad Arturo Prat

Académico Facultad de Ciencias Humanas, Universidad Arturo Prat, Chile.

María Victoria Miranda Espinoza, Universidad de Barcelona

Laboratorio de Fonética Aplicada, Universidad de Barcelona

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Published

2021-05-03

Issue

Vol. 12 (2016): Oral competence in communicative language teaching

Section

ARTICLES

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