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Learning a second language implies not only mastering structures, but also reaching a wide variety vocabulary, and achieving as much as possible a native-like accent. As nonnatives of the English language, Costa Rican learners present many phonological difficulties when it comes to pronounce sounds that do not exist in Spanish. Therefore, there is an urgent need to innovate the teaching of English pronunciation in a more conversational way for the Costa Rican context. As a result, this workshop presents the research of four professors at Universidad Nacional de Costa Rica regarding the implementation of communicative activities to teach pronunciation in the EFL classroom. Based on their experience teaching courses that incorporate pronunciation features such as Linguistics, Vowels, Consonants and Prosodic Elements, as well as Stress and Intonation, the researchers have acknowledged the priority to include resources to elicit practice, entertainment and language competence. For this reason, the professors have designed a series of communicative material to fill the gap of non-existing commercial resources that focus on the study of pronunciation in which drilling and listening are widely performed. By conducting a needs analysis on the field, the results have shown the pertinence of creating authentic materials to aid EFL professors at UNA to improve the linguistic instruction in their courses. These materials integrate individual phonemes, the IPA system of transcription, worksheets, instructions for the teachers and contextualized exercises. Thus, the aim of these activities is to lead learners to use the target language in a more authentic and accurate level. Finally, these materials can be adapted and modified according to the students´ needs, levels, ages and language proficiencies.

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Vera Madrigal Villegas 3931
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Natin Guzman Arce (Costa Rica) 13967
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Vivian Vargas Barquero 3969
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