Spanish pronunciation teaching for Brazilians: a didactic-methodological proposal
DOI:
https://doi.org/10.1344/phonica.2023.19.106-136Keywords:
Spanish L2, Didactics of pronunciation, Phonic learningAbstract
This article is part of the research titled: Phonic component awareness in teachers training of Brazilian teachers of Spanish as a second language, conducted by Brandão, (2022). Its objective was to stimulate the awareness of the phonetic component through the HablapuntoELE training course. In this work, the implementation and evaluation of the course carried out by the investigating professor and informant students, Brazilian Spanish learners, will be presented. This aims to demonstrate those didactic and methodological proposals for teaching pronunciation that achieved better results and, at the same time, those that hindered the phonetic learning of Spanish by Brazilians. The article's theoretical aspects are related to the field of contrastive phonetics in the perceptual and productive scope to address L1-L2 interphonology at a segmental level, mainly based on the works of Flege (1991, 1995). At the suprasegmental level, it is supported by the studies of Gil (2007), Cantero y Mateo (2013), Fonseca de Oliveira y Cantero (2011), Fonseca de Oliveira (2013) and Devís (2017). In its methodological aspect, it is conceived as an Action-Research that is based on the Latorre’s (2005) assumptions.
References
Brandão, T. A. (2022). La conciencia del componente fónico en la formación del profesorado brasileño de español L2. [Tesis Doctoral. Universidad de Alcalá de Henares].
Cantero, F. J. (2003). Fonética y didáctica de la pronunciación. En A. Mendoza (Ed.), Didáctica de la Lengua y la Literatura para Primaria (pp. 545–572). Pearson/Prentice Hall.
Cantero, F. J. y Mateo Ruiz, M. (2013). La entonación prelingüistica del español: implicaciones didácticas. En Aportaciones para una educación lingüística y literaria en el siglo XXI. Grupo Editorial Universitario (GEU Editorial).
Corrêa, Q.R.L. (2021). Tarefas audiovisuais e o desenvolvimento das competências fônicas em E/LE. [Dissertação de Mestrado. Universidade de Brasília]
Devís Herraiz, E. (2017). Entonación de cortesía involuntaria en el español hablado por brasileños. Phonica, 13, 18–31. https://doi.org/10.1344/phonica.2017.13.18-31
Elliot, J. (1991). Estudio del curriculum escolar a través de la investigación interna. RIFOP: Revista Interuniversitaria de Formación del Profesorado: Continuación de la Antigua Revista de Escuelas Normales, 10, 45–68.
Flege, J. E. (1981). The Phonological Basis of Foreign Accent: A Hypothesis. TESOL Quarterly, 15(4), 443-454.
Flege, J. E. (1988). Factors affecting degree of perceived foreign accent in English sentences. The Journal of the Acoustical Society of America, 84(1), 70–79.
Flege, J. E. (1991). Perception and production: the relevance of phonetic input to L2 phonological learning. En T. Huebner y C. A. Ferguson (Eds.). Cross currents in second language acquisition and linguistic theory (pp. 249–290). John Benjamins Publishing Company.
Flege, J. E. (1995). Second language speech learning: theory, findings and problems. En Speech perception and linguistic experience: issues in cross-language research (pp. 233–277). Timonium, MD: York Press.
Fonseca de Oliveira, A. y Cantero, F. J. (2011). Características da entonação do espanhol falado por brasileiros. Atas do VII Congresso internacional da ABRALIN (Associação Brasileira de Linguística), 84-98.
Fonseca de Oliveira, A. (2013). Características de la entonación del español hablado por brasileños. [Tesis Doctoral. Universitat de Barcelona.]. http://hdl.handle.net/10803/134929
Gil Fernández, J. (2007). Fonética para profesores de español de la teoría a la práctica. Arco Libros .
Kemmis, S., y McTaggart, R. (1986). Cómo planificar la investigación acción. Alertes.
Latorre, A. (2005). La investigación-acción: conocer y cambiar la práctica docente. (3a). Editorial GRAO.
Leite Araújo, M. (2021). Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español. [Tesis Doctoral. Universitat de Barcelona]. http://hdl.handle.net/10803/671597
Montenegro, L. F. B. (2021). O ensino-aprendizagem de E/LE em ambiente virtual: desenvolvimento da Competência Fônica do aprendiz. [Dissertação de Mestrado. Universidade de Brasília]. https://repositorio.unb.br/handle/10482/43234
Trubetzkoy, N. S. (1939). Falsa apreciación de los fonemas de una lengua extranjera. En Principios de Fonología. Editorial Cincel.
Downloads
Published
Issue
Section
License
The author(s) publishing in this journal agree to the following terms:
- The author(s) retains the copyright and grants the journal the right to the first publication of the work.
- All contents included in PHONICA are subject to the Creative Commons Attribution 4.0 International License, which allows the work to be shared with third parties, provided that they acknowledge its authorship, initial publication in this journal and the terms of the license.
