Las estrategias de aprendizaje compensatorias en el desarrollo de la pronunciación ed

Abstract

The present study is focused on the implementation of compensatory learning strategies aimed at developing the pronunciation of past tense verbs ending in ed for third-year BGU students at Nueve de Octubre high school, parallel I. The research employed theorical and empirical methods to establish the study and gather data. To achieve the proposed objective, a quantitative methodological paradigm was utilized, with a non-experimental, cross-sectional descriptive design, aiming to test a scientific hypothesis that examines the relationship between variables, which will be analyzed in detail later. Additionally, instruments such as pre-test, rubrics and post-test were used to measure the level of the 42 third-year BGU students, followed by the implementation of a class system based on the aforementioned strategies to address the identified deficiencies.