Examining English pronunciation instruction in Galician secondary education textbooks

Celia Veiga Pérez

Examining English pronunciation instruction in Galician secondary education textbooks

Veiga-Pérez, Celia ^[1]
1. [1] Universitat de les Illes Balears
  
  Universitat de les Illes Balears
  
  Palma de Mallorca, España
Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 45, 2026 (Ejemplar dedicado a: January), págs. 155-172
Idioma: inglés
Títulos paralelos:
- La enseñanza de la pronunciación del inglés en Galicia: un análisis de libros de Enseñanza Secundaria
Enlaces
- Texto completo (pdf)
Resumen
- español
  La importancia dada a la enseñanza de la pronunciación del inglés ha fluctuado con cada nueva metodología de enseñanza. En la actualidad, se le está prestando más atención en el aula de inglés como lengua extranjera. Sin embargo, falta regulación respecto a la enseñanza de esta habilidad, y el profesorado puede recurrir al manual utilizado en el aula como única guía. La pregunta es, pues, si los manuales de inglés como lengua extranjera proporcionan los materiales suficientes para enseñar pronunciación del inglés. A día de hoy, esto es especialmente relevante en la región de Galicia (España), donde se evalúan nociones de fonética inglesa en el examen de acceso a la Universidad. El objetivo del presente estudio es determinar si los manuales utilizados en las escuelas de educación secundaria de Galicia son una fuente adecuada para la instrucción de la pronunciación. Para ello, se analizarán la presencia de actividades de pronunciación, su integración con el resto de contenidos, los elementos que se tratan y el tipo de ejercicios incluidos en 24 manuales de educación obligatoria y post-obligatoria. Los resultados muestran falta de consistencia entre libros, la prevalencia de la instrucción segmental sobre la suprasegmental, y la preferencia de actividades de escucha-y-repite.
- English
  The importance given to instruction in English pronunciation has fluctuated with each new teaching methodology. Currently, it is receiving increasing attention in the English as a Foreign Language (EFL) classroom. Nevertheless, there is a lack of regulation regarding the teaching of this skill, and teachers may resort to the textbooks employed in class as their sole guidance. The question would thus be whether textbooks of EFL provide the necessary materials to teach English pronunciation. Nowadays, this is especially relevant in the region of Galicia (Spain), where notions of English phonetics are tested in the university entrance exam. The present research aims to discover whether coursebooks utilized in secondary high schools in Galicia offer an adequate source of pronunciation instruction. For this reason, 24 textbooks from obligatory and post-obligatory education are analysed in terms of the presence of pronunciation activities, their integration with the rest of contents, the elements covered and the type of exercises featured. The findings suggest that there is still a lack of consistency among books, a prevalence of segmental instruction over suprasegmental, and a preference for the listen-and-repeat type of activities over other types of tasks.
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