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espanolEste articulo analiza la comprension de los estudiantes universitarios del ingles como segundo idioma con respecto a las reglas de pronunciacion de adjetivos en ingles que finalizan en -ed. El objetivo es determinar la medida en que los estudiantes pueden seguir tanto las reglas de pronunciacion como las excepciones de las inflexiones que finalizan en -ed cuando dichas palabras se utilizan como adjetivos. Este estudio cuantitativo presenta datos recopilados de una prueba de escogencia multiple de 20 preguntas. Un total de 61 participantes realizo la prueba. Los resultados generales muestran que los estudiantes obtuvieron notas bajas (M = 7.33, SD = 1.51, n = 61 para adjetivos que terminan en -ed que representan una excepcion a la regla) con respecto al seguimiento de patrones de pronunciacion con reglas establecidas. En promedio, los estudiantes lograron pronunciar los adjetivos que finalizan con -ed correctamente como /ɪd/, el 8,2% de las veces, seguido por /d/ (7.31%) and /t/ (6.49%). Los estudiantes obtuvieron la puntacion mas baja con respecto a la pronunciacion atipica de los adjetivos participios. El autor propone realizar cambios al curriculum y el diseno de los materiales ademas de evaluar practicas actuales en el aula con el fin de mejorar la pronunciacion del estudiante. Por ultimo, el autor enfatiza la necesidad de realizar mas estudios enfocados en la pronunciacion y percepcion auditiva para alcanzar dicha meta. EnglishThis article looks at how EFL university students understand the pronunciation of adjectives that end in -ed. The goal is to determine the extent to which students are able to follow pronunciation rules and exceptions of -ed inflections when used as adjectives. The quantitative study presents data gathered from a 20-item multiple choice test that was taken by 61 students. Overall results reveal that students obtained low scores (M = 7.33, SD = 1.51, n = 61) and even lower scores (M = 2.00, SD = 2.33, n = 61 for non-governed-rule -ed endings) with regards to following rule-governed pronunciation patterns. On average, students were able to identify -ed endings pronounced /ɪd/ 8.2% of the times, followed by /d/ (7.31%) and /t/ (6.49%). Students scored lowest for non-standard pronunciation of participial adjectives (2.72%). The results reveal that students have not yet mastered the rules for the pronunciation of participial adjectives ending in -ed. The author proposes that changes be made to the curriculum and the design of the materials and that current classroom practices be assessed in order to help improve student pronunciation. Lastly, the author highlights the need to conduct further research focusing on pronunciation and auditory perception to attain this goal.

How English as a Foreign Language (EFL) University Students Understand the Pronunciation of Adjectives Ending in -ed