Interlanguage in the pronunciation and intonation of adolescent learners of English as a foreign language

Abstract

The article, entitled "Interlanguage in the Pronunciation and Intonation of Adolescent Students of English as a Foreign Language," addresses the issue of the influence of the native language on the acquisition of English pronunciation and intonation by upper elementary school students in Ecuador. The research focuses on identifying the interlanguage patterns present in students' oral production and analyzing the factors that influence their development. The study was conducted at the "Ángel de la Guarda" Elementary School in Tulcan, using a qualitative and explanatory approach. Samples of students' oral production were collected in different contexts, and questionnaires and interviews were conducted with students and teachers to identify influencing factors. Among the factors that influence the development of interlanguage are the age at which target language acquisition begins, the level of linguistic proficiency in the native language, exposure to the target language, and attitudes and motivations toward learning English. Based on these findings, teaching and learning strategies were designed that include explicit instruction in pronunciation and intonation, the use of educational technologies, the promotion of independent learning, and ongoing oral interaction. The research concludes that the implementation of these strategies can significantly improve students' communicative competence, contributing to teacher training and the improvement of teaching materials and educational policies in the Ecuadorian context.