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IV. Conclusion
In the eight-month period in which the whole course took place, there were 25
lessons planned and taught. The research data were collected by regular writing of so
called Teaching Journal Entries, Lesson Plans and Teaching Logs which are the
examples of tools used for collecting data in qualitative research. Though the course
conditions were not very propitious in terms of the lesson length, the lesson time, and
the number of lessons, a huge amount of data was collected.
In order to analyze the collected data, a content analysis of both the Teaching
Journal Entries and Lesson Plans with Teaching Logs was done. During this analysis,
the data about the activities used were put into groups forming a number of categories
and sub-categories that were matched with the created codes.
After categorizing and coding the related data were put together in order to come
up with some results. Chapter No.6 called ´Research Data Reported and Commented´
contains the results coming from the content analysis of both the Teaching Journal
Entries, and the Lesson Plans with Teaching Logs. PC Excel format tables are mostly
used to demonstrate the results. As not all the gained results were of the same nature,
the results from the analysis of Lesson Plans and Teaching Logs were not put into tables
but were described in words.
In chapter No.6 the research results are compared with the evaluation criteria
listed in chapter No.4 in this thesis. As the course class of ten pupils is considered to be
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a small scale sample, the gained results can neither be generalized nor put into broader
context of teaching young learners and pronunciation development. Yet, the results
demonstrate what was and what was not achieved in the particular course. The basic
research question is ´Did the used activities meet the stated evaluation criteria? ´ The
commented results in chapter No.6 are to be briefly summarized.
In the planning stage, it is seen the three types of planning
[
including long
planning, short planning and lesson plans
]
helped to integrate the activities on English
pronunciation fully into all the 25 lessons, though from time to time there were
situations when the plans were changed according to what was happening in the
classroom. It was also achieved to focus on the activities both developing English
pronunciation reception and practice. All the English segments were presented and
practised several times always in context or integrated with other language skills or sub-
skills. Another achievement is seen in following the chosen language variety that was
transmitted by both the teacher and the taped recordings. The learners were also led to
learn about and understand the need for ´good pronunciation´ presented as ´intelligible
pronunciation´, this was done mainly through the variety of practice pair work
activities. Besides, the results report the total numbers of receptive and productive
activities. As the numbers are high it is estimated that the elements on the segmental
level were dealt with at least six times in each lesson and the supra-segmental elements
at least five times, on average. The total number of activities used on the two levels in
one lesson is not estimated, as there were cases when the activities concerned both the
segmental and supra-segmental elements at one time. Still, due to the high numbers of
activities used, it is claimed that the performed activities were conveniently short and of
a wide range. The range of activities also proves that the used activities were
appropriate for the age group of young learners and their developments.
According to the stated evaluation criteria, there were also issues that were not
managed. Firstly, it was not possible to focus on all supra-segmental elements and
sound changes listed in chapter No 2. Secondly, as the notes in the Teaching Journal
Entries, Lesson Plans and Teaching Logs, did not provide sufficient and complete data
concerning the topic of dealing with incorrect pronunciation, the analysis on this base
was not done deeply.
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To conclude, it was interesting to see what results emerged during the data
analysis. It was even more interesting to comment on the results and compare them with
the stated evaluation criteria. It is admitted that it would be interesting to do the same
research type again, on a large scale, to find out whether the results would be at least
similar.
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