Article

Beginning Spanish Learner Attitudes Toward Pronunciation and an Oral Recordings Project

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Abstract

Despite previous phonetics research supporting the inclusion of phonetics instruction in foreign language classrooms at all levels, few studies have focused on the use of oral recordings projects, which center pronunciation practice within courses. The few existing oral recordings projects studies have tested only intermediate learners, finding largely positive learner attitudes toward both pronunciation and the projects themselves. Yet, it remains an empirical question whether first semester learners would have similar attitudes toward pronunciation or pronunciation projects. The present study included explicit phonetics instruction, a semester-long oral recordings and self-analysis project and an attitudes survey and debriefing questionnaire. Participants were twenty-nine beginning second language learners in an online Spanish course. The present study explored their attitudes regarding both pronunciation and the oral recordings project. Results did not find a statistically significant difference in learner attitudes toward pronunciation from pretest to posttest time. However, participants reported positive attitudes toward the project, and found it to be helpful, enjoyable, and manageable. These positive attitudes toward the oral recordings project provide evidence for the usefulness of such projects even at beginning levels. Follow-up research is needed to test for any pronunciation changes over time.

How to Cite: Martoccio, A. (2022). Beginning Spanish learner attitudes toward pronunciation and an oral recordings project. In J.Levis & A. Guskaroska (eds.), Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.13340