Teaching phonological awareness to avoid interference in young students’ output

Abstract

As methodologies used currently in schools seem to be based on writing activities for learning a Foreign Language, the goal of this action research is to identify and recognize how the phonological awareness processes and procedures can help teaching speaking properly and improving pronunciation on an EFL class for eight grade in Bogota, Colombia. The results indicate that when a teacher uses strategies related to phonological awareness for teaching correct pronunciation to students and implements different activities that include recognition of spoken words, rhyme, blending, segmenting and isolating new vocabulary and sentences, learners improve their pronunciation being aware of the several sounds, avoid interference and participate actively; helping communication to be effective and meaningful and increasing correct output.