Fonema consonántico sordo y fonema consonántico sonoro TH

Abstract

The objective of this research work was to elaborate a didactic strategy through the use of minimal pairs as a method for the differentiation between the voiced and unvoiced consonantal phoneme TH. It was developed from a quantitative methodological perspective, with an experimental design in a population composed of a group of 36 students of the tenth-grade, parallel A of the high school 9 de octubre. During the research, the use of theoretical level methods such as the historical-logical, analytical-synthetic, and hypothetical-deductive methods was considered likewise, empirical level methods such as the experimental and observation methods were applied. In addition, pedagogical tests and evaluation rubrics were used as research instruments. Previously, a hypothesis was formulated, where after the application of the intervention proposal, it was possible to verify and obtain significant results that surpassed the initial ones in all the evaluation indicators. Finally, it was concluded that it is important to make phonological awareness when learning a new language and the importance of practicing the sub-skill of pronunciation, as well as that didactic strategies within educational spaces are essential to create interactive and dynamic environments that facilitate the understanding of learners.