Jolly Phonics, a method to acquire L2 pronunciation by young learners

Abstract

[eng] The aim of this dissertation is to evaluate Jolly Phonics, a methodology used to teach English through synthetic phonics, that is to say, it teaches the letter sounds in a way that is fun and multi-sensory, enabling children to become fluent readers. Moreover, I aim to prove whether this methodology is more useful and effective than other methodologies. The whole work will be based on two aspects. On the one hand, theories and strategies about teaching and learning pronunciation; and the importance of phonetics since a young age. And, on the other hand, on Jolly Phonics as an alternative methodology to teach English. However, in order to know if Jolly Phonics is a proper methodology, I will focus on a specific case: two different schools, one using Jolly Phonics and the other using another methodology. The aim of this case is to know if students of first level of Primary (6-7 years old) can pronounce some terms correctly and the influence that Jolly Phonics has on pronunciation. The results show that Jolly Phonics can be a good method in order to improve pronunciation, reading and writing as long as children start using it as soon as possible and there is a continuity. This method has some implications for teaching at Primary levels. First of all, children achieve very high results because children learn to write and read in a funny way. Moreover, it is an effective method for all children, even those who have learning difficulties. Finally, children acquire a solid base in writing and reading English that it will be needed through Primary and Secondary levels.