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there were only four activity types used in the 25 lessons, there were used frequently,
see table No.14.
Table No.14: Supra-segmental level – Frequency of Performance Training Activities
Code
Frequency
EPPC2PTLR
34x
EPPC2PTRL
EPPC2PTRL53
10x
EPPC2PTG
EPPC2PTG51yn
4x
EPPC2PTG51wh
6x
EPPC2PTG51wh
3x
EPPC2PTSR
EPPC2PTSR3
8x
EPPC2PTSR6
8x
EPPC2PTSR8
4x
EPPC2PTSR7
8x
85
Table No.14 demonstrates that there were 85 Performance Training Activities
performed in the 25 lessons. In comparison to the Auditory Training Activities, the total
number of Performance Training Activities on the supra-segmental level is higher.
Generally, it is estimated that, on average, there were at least three activities focusing on
production in each lesson. The total number of ´listen and repeat´ activity types, seen in
tables No.12 and 14 is the same, as they were considered
having first part aimed at
reception and the other aimed at production. Moreover,
they are the most frequent
activity type on the supra-segmental level. The second most frequent activity type, are
songs and rhymes, coded EPPC2PTSR. As they were used regularly at the beginning of
each lesson in a lesson stage called ´Rhyme Time´, during which all mastered songs and
rhymes were revised and practised. The game, with the
Ss-S interaction pattern
concerning Wh-questions coded EPPC2PTG51wh, was performed only three times. The
reason for not using this type more often was in fact that, learners did not seem to enjoy
it very much. In this activity a student was asked to choose and bring a picture with
their
favourite toy, and the other students were to ask Wh-questions in order to
recognize the toy. The problem was neither in teacher
B who got the learners ask
questions using a particular grammar structure, nor in the grammar structures, but in the
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fact, that the learners knew the answers (as they knew their schoolmates well) and were
not interested in getting them. As all the results are listed in the tables above, the other
results are not described more.
As stated at the very beginning, the set of pronunciation
activities are to be
analyzed from three different viewpoints. The two have already been discussed. The
third viewpoint concerns the age group of young learners. The following chapter
enumerates the results that emerged during the analysis of the same set of pronunciation
activities.
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