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More, Better, Earlier: Developing Targeted Linguistics Strategies for Spanish Pronunciation

Authors
  • Jordan Sandoval (Western Washington University)
  • Kirsten Drickey (Western Washington University)
  • Nancy Brill (Western Washington University)
  • Brahm vanWoerden (Western Washington University)

Abstract

Intermediate-levelSpanishlanguageclassesfocusprimarilyondevelopingvocabulary,coregrammaticalconcepts,andawarenessofculturalpatterns.Consequently,instructorsfocusonsyntacticandmorphologicalaspectsofthetargetlanguagewhileneglectingexplicitphonologicalinstructionorrelegatingthistoupper-divisioncourses,wherestudentsarrivewithfossilizedL1-influencedproductionpatternsthathindertheirabilitytoeffectivelycommunicatewithnativespeakers.Webelievethatthesedeficitsarepreventablewithearlierintervention,andhavethuscreatedcurricularcomponentsthatgiveintermediate-levelSpanishstudentsexplicitphonologicaltrainingearlierintheirstudyofthelanguage.Wehavepilotedthesemodulesinintermediate-levelSpanishclassesatamedium-sizedpublicinstitutioninthePacificNorthwestandreportimprovementsinstudents’understandingofEnglishtransferfeaturesaswellasincreasedconfidenceassessingtheirownproductionsandusingSpanishoutsidetheclassroom.

How to Cite:

Sandoval, J., Drickey, K., Brill, N. & vanWoerden, B., (2019) “More, Better, Earlier: Developing Targeted Linguistics Strategies for Spanish Pronunciation”, Pronunciation in Second Language Learning and Teaching Proceedings 11(1).

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Published on
2020-01-01

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