Spanish as a second language: a focus on the pronunciation of Spanish phonemes by native English speakers

Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis

Advisor Dr. Arrizabalaga16 May, 2013

Spanish Capstone ProjectLanguage & Linguistics

Jessica BrightmanLa enseanza del espaol como segunda lengua: un enfoque en el instructor bajo una practica articulatoria del conocimiento fontica para el estudiante anglfono en la adquisicin de la segunda lengua

1IndexSignificance of Study + AbstractSpanish in a globalizing worldLanguage and its customsTraditional and modern teaching methodsThe articulatory praxisPhonetic praxisLanguage InterferenceFuture Spanish InstructorsSignificance of StudyWho do we study first, the student or the instructor?What are the best methods to teach and learn Spanish as a second language?Is it possible to have a teaching model that reduces the possibility of language interference?What is the ideal method for teaching Spanish through phonetic practices?http://youtu.be/JxQUbUyQlxs -Como pronucia el espannol los hablantes nativos del ingls? -Cules mtodos son usado para ensear el espaol como segunda lenguaje?-Como podemos crear un moddel de enseanza que baja la posibilidad de la interferencia?-Que es el mtodo ideal para ensear el espaol enfocando en un praxis de la fonetica?3AbstractIt is impossible to confirm that there is one single way to teach Spanish to non-native speakers, there is however a speaking praxis that comes out of an imagined, yet real, standard model. There is something missing for Spanish learning students, native to English, who produce interference upon pronouncing Spanish as a second language because they are non-native speakers. It is possible to recognize the allophonic variation that students produce upon speaking Spanish through phonetics. For English speakers professors teaching a second language have an important job, they must represent the language orthographically and more pertinent in this work, through a phonetically based idealized spoken standard. 4Abstract ContinuedAs soon as the professor recognizes the need for a standard model of pronunciation for them selves, he/she can then move forward with an idealized teaching model. The professor should be a guide that ideally speaks both languages; both English and Spanish, paying close attention to his own articulation and production of the language. As bilinguals, the definitive goal will be to teach a standardized model with praxis of articulation based in phonetics. Native English speakers (L1) that learn Spanish as a second language (L2) will only pronounce vowels and consonants correctly with a minimized foreign accent when the professor realizes the similarities and differences between both languages. This study has been done to recognize the in-between or the interference between English speaking students learning Spanish as a second language from their professor. The teaching of Spanish as a second language is to extend communicative abilities of a set of speakers with different identities of native languages in a globalizing world.

Spanish in a globalizing worldIn 2009, there were an estimated 329 million Spanish speakers. Spanish is recognized in more than 20 countries as a national language.The objective of learning a second language is to extend communicative abilities to speakers with different language identities.6Language and its CustomsLanguage acquisition CulturalNaturalDialectal diversityA Standard SpanishRealized for its compromises and production that leads speakers to a complete linguistic competency

Psicologa Infantil y Juvenil. 2013. Trastornos del habla y lenguaje. 7Traditional & Modern Teaching ModelsTraditional educational pedagogiesModels that encourage an advanced level of understanding and require language proficiencyAudio-oral methodModern PedagogiesOnline ProgramsStudying abroadHands on Experience or Teaching in a ClassroomReflexive model

8Importance of Phonetic ArticulationYour chocie of which one [phoneme] to pronounce is virtually obligatory, involuntary, automatic, and below the level of your awareness (Dalbor 15).Articulation Points BilabialLabio-dentalDentalAlveolarPalatalVelarUvular

9Phonetic Basis Instructors represent knowledgeSecond language learning students must learn the difference between phonemes and allophones in order to speak Spanish well.

The trickiness of orthography Byproduct of recalling the written language: dysfluency

Language Interference Second language learners use foreknown strategies and informationEnglish LanguageOrthography of English and SpanishSimilarities and differences between phonemes in Spanish and English are articulated with a distinct accentHilary: English speaker learning Spanish as a second languageProblems with the shwa [ ]Stress on syllabuses []Silent /h/Diphthongs [i] [u]

11Future Spanish Instructors Bilingual InstructorsWith a standard spoken Spanish the instructor will have a double understanding, one phonetic model for each language. They can therefore recognize differences in articulation.Phonetics can be a diagnostic to measure students successThe need for teaching and tutoring phonetics

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