Creating a Pronunciation Profile of First-Year Spanish Students

Autor/inn/en	Añorga, Angel; Benander, Ruth
Titel	Creating a Pronunciation Profile of First-Year Spanish Students
Quelle	In: Foreign Language Annals, 48 (2015) 3, S.434-446 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12151
Schlagwörter	Pronunciation; Second Language Learning; Spanish; Phonemes; Vowels; Second Language Instruction; Audio Equipment; Oral Reading + Suchen Sie Ihr Suchwort? Aussprache; Zweitsprachenerwerb; Spanisch; Fonem; Fremdsprachenunterricht; Audio-CD; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen
Abstract	Previous research has shown that improving pronunciation in the foreign language classroom is challenging, and there is often little time left over in a dense curriculum for pronunciation practice. In describing a pronunciation profile for all phonemes in Spanish, this study suggests that the principal challenge for native speakers of English who are learning Spanish may not be vowels, but the /r/ phonemes: the flap, the trill, and the cluster sound /tr/ pose the greatest challenges. Thus, if time is allocated to direct instruction in pronunciation, instructors and learners may focus on the pronunciation of Spanish language /r/ in its three forms, particularly since, when the /r/ phonemes are fronted in Spanish pronunciation, the following vowels are less likely to be pronounced as American English diphthongs. In addition, this study suggests that having students record themselves when reading aloud at multiple points during the course and then analyze and reflect on what they hear may result in pronunciation changes. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01