Browsing by Author "Pereira Reyes, Yasna Ivonne"

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    Capacidad de percepción de las vocales del inglés en aprendientes del inglés como L2 con español como L1 en el contexto del aula.
    (Universidad de Concepción, 2019) Bustos Contreras, José Luis; Pereira Reyes, Yasna Ivonne
    La presente investigación tiene como objetivo realizar un estudio descriptivo, cuyo propósito es estudiar la capacidad de percepción de las vocales del inglés que tienen aprendientes de inglés como segunda lengua (L2) cuya lengua materna (L1) es el español, en el contexto del aula. Varios estudios plantean que se presentan dificultades en la percepción de los sonidos de la L2, ya que las categorías fonéticas-fonológicas de los aprendientes difieren entre una lengua y otra (Flege, 1995; Akahane-Yamada, Tohkura, Bradlow & Pisoni, 1996; Best & Tyler, 2007). Para esta investigación se seleccionó un establecimiento educacional en la ciudad de Chillán, región de Ñuble. Los sujetos fueron 64 estudiantes de segundo año de enseñanza media a quienes se les aplicaron dos pruebas de percepción auditiva, una Prueba de Identificación de vocales del inglés y una Prueba de Discriminación de vocales del inglés. Además, se les aplicó una encuesta de factores lingüísticos y extralingüísticos. Los resultados en ambas Pruebas de Percepción sugieren que las categorías de las vocales del inglés como L2 son débiles o inexistentes en este grupo de sujetos y que estos podrían hacer uso de sus categorías de la L1 (español) para percibir algunas de las vocales del inglés. De acuerdo a los datos obtenidos en la encuesta, se observa que los resultados no muestran evidencia que el input auditivo y la experiencia de los aprendientes beneficie la capacidad de percepción de las vocales del inglés. En cuanto a la motivación, los resultados sugieren que la motivación podría ayudar a percibir las vocales del inglés; a mayor motivación, mayor es la capacidad de percepción.
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    Determinación del patrón prosódico de las oraciones ambiguas con adjunción alta de la cláusula de relativo.
    (Universidad de Concepción, 2007) Pereira Reyes, Yasna Ivonne; Pérez Muñoz, Hernán Emilio
    La estructura prosódica y la sintáctica corresponden a distintos planos de análisis en una lengua; no obstante, existe una relación entre ambas que constituye una herramienta potente a la hora de enfrentar oraciones sintácticamente ambiguas (Price1991:1). Existe evidencia robusta respecto a la preferencia de adjunción alta en oraciones ambiguas con cláusula de relativo en español. La mayor parte de la investigación respecto a la ambigüedad en español se centra en el estudio de la lectura en silencio con tareas online y off-line, observando el funcionamiento de la memoria operativa en este contexto. Pocos autores han incorporado el estudio de patrones melódicos subyacentes a este tipo de oraciones. El presente trabajo describe el patrón prosódico que subyace a las oraciones ambiguas con adjunción alta de la cláusula de relativo (CR) producidas por hablantes del español de Concepción. Los enunciados fueron etiquetados con sistema ToBI y sometidos a una evaluación perceptual para confirmar el patrón melódico descrito de la adjunción alta de la CR como soporte fonético-fonológico que acompaña a dicha adjunción.
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    L2 learners’ perception of falling intonation in english wh-questions.
    (Universidad de Concepción, 2020) Naranjo Naranjo, Sergio Antonio; Pereira Reyes, Yasna Ivonne
    English intonation presents challenges for learners with different levels of proficiency (Nibert, 2006; Zárate-Sández, 2015). The aim of this study is to determine the ability of learners of English with Spanish as L1 to perceive the default intonation pattern in Wh-questions. The learners’ knowledge of English and Perception Test response time were considered as factors that may impact the ability to perceive this default pattern. Two groups of learners with different level of proficiency from a Chilean university participated in this study. A perception test was used to measure the participants’ ability to identify the default intonation pattern in Wh-questions. A listening test was used to evaluate the proficiency level of the Beginner Group. Results indicate that the perception ability of both groups is similar, and that knowledge of English does not seem to play a role when identifying the falling tone of the default pattern of Wh-questions. Interestingly, participants scored higher in the identification of tone regardless of the function than the correct identification of tone and function. The difference in response time between groups was not statistically significant, and both groups spent more time on incorrect answers. These findings suggest that the identification of the default pattern of Wh-question is a challenge for these learners regardless of their difference in level of proficiency.
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    Perception and production of english nuclear accent placement by l2 learners: the role of working memory and proficiency.
    (Universidad de Concepción, 2024) Riquelme Figueroa, Constanza Javiera; Pereira Reyes, Yasna Ivonne; Veliz Campos, Mauricio
    Prosody is widely recognized as one of the most challenging aspects of second language (L2) speech acquisition (del Saz & Grau, 2022). This study seeks to determine the role of proficiency and working memory (WM) in the perception and production of English nuclear accent (NA) by L1 Spanish learners. Specifically, the study examines both the default patterns of NA placement and exceptions to these rules. To this end, participants completed perception and production tests, together with a proficiency test and a reading span test to measure WM. The study employed 24 university participants from the English teacher education programme from a university based in Concepción-Chile, all of whom had previously completed an English intonation course. Results indicated that learners perceived default patterns more accurately, while their production of non-default patterns showed better performance. This suggests an asymmetry between perception and production, as no direct relationship between these two skills was observed. Proficiency showed weak positive correlations with most variables. WM, however, exhibited weak negative correlations across several measures of perception and production of NA. While subtle, these trends suggest that higher working memory capacity may not necessarily facilitate perception and production performance in this context, although further research is required.
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    The effects of recast and metalinguistic oral corrective feedback on the perception and production of intonation patterns (fall and rise) of English wh-questions in L2 learners.
    (Universidad de Concepción, 2023) Cruces Pérez, Juan Pablo; Pereira Reyes, Yasna Ivonne; Véliz-Campos, Mauricio
    The current study aimed to establish the effects of perceptual training and production training using recast and metalinguistic oral corrective feedback (OCF) for the intonation patterns (fall and rise) of English wh-questions in L2 learners. Additionally, a non-word repetition task (NWRT) to measure phonological working memory (PWM), a listening span task (LST) to measure central executive (CE) ability, and a listening proficiency test were used to explore their associations with the perception and production of the intonation patterns of English wh-questions, and the two types of OCF (recast and metalinguistic) provided. 40 participants were randomly allocated to two experimental groups; all of them received the same perceptual training. As for the production training, the groups were given either recast or metalinguistic OCF individually. Participants were given pre- and post-tests to measure their perception and production of the intonation patterns for English wh-questions. Results showed that both types of OCF had a similar impact on improving the production accuracy of the patterns for wh-questions after training. As for the perception ability, participants showed a near ceiling effect before training which did not leave much room for improvement. Measures of PWM, CE ability and proficiency level did not show any connections with perception or production abilities of these L2 learners nor the two types of OCF. Finally, production training with OCF may seem to be a useful strategy to improve L2 speech production beyond the level of segments.
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