¿Se puede enseñar la pronunciación?

• Maria Heliodora, Cuenca Villarín ^[1]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: Euskera ikerketa aldizkaria: Revista de Investigación de la Real Academia de la Lengua Vasca, ISSN 0210-1564, Vol. 64, 63 2, 2, 2019, págs. 959-976
• Idioma: español
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    La pronunciación importa, y la instrucción formal en pronunciación funciona. Las ideas que se exponen en este artículo se basan en evidencia empírica aportada por la bibliografía dedicada a la investigación sobre la enseñanza / aprendizaje de la pronunciación del inglés como segunda lengua (L2) o lengua extranjera, y en su mayoría pueden aplicarse perfecta-mente al aprendizaje de la pronunciación de otras lenguas. La revisión de factores, obstácu-los y objetivos en la enseñanza de la pronunciación concluye con una serie de principios destacados por la literatura especializada para alcanzar una enseñanza eficaz de la pronun-ciación.

  • English

    Pronunciation matters, and explicit formal instruction in the field of pronunciation has proved to be effective. The ideas developed in this article are based on empirical evidence provided by the bibliography dedicated to research on English pronunciation teaching and learning as a second language (L2) or as a foreign language, and most of them may be per-fectly applied to pronunciation learning of other languages. The revision of factors, obstacles and goals of pronunciation instruction concludes with a series of principles that have been highlighted by the specialized literature to reach effective pronunciation teaching.

  • français

    La prononciation est importante et une instruction formelle sur la prononciation fonc-tionne. Les idées exposées dans cet article sont basées sur des preuves empiriques apportées par la bibliographie propre à la recherche sur l’enseignement et l’apprentissage de la pronon-ciation de l’anglais comme seconde langue (L2) ou d’une langue étrangère. En général elles peuvent s’appliquer parfaitement à l’apprentissage de la prononciation d’autres langues. L’étude des facteurs, des obstacles et des objectifs dans l’enseignement de la prononciation se termine par une série de principes soulignés par la littérature spécialisée permettant un enseignement efficace de la prononciation.

  • euskara

    Ahoskerak axola du eta ahoskera arloko instrukzioak funtzionatzen du. Artikulu honetan azaltzen diren ideiak, bigarren hizkuntza edo atzerri hizkuntza modura (L2), ingelesaren ahoskera irakaste-ikaste prozesuaren ikerketatik eratorritako bibliografiak dakartzan froga enpirikoetan oinarritzen da. Halaber, kasu gehienetan beste hizkuntzen ahoskera ikaskete-tan aplika daiteke. Literatura espezializatuaren arabera, Ahoskeraren irakaskuntzan eragiten duten faktoreen, oztopoen eta helburuen berrikusketek, nabarmentzekoak diren eta ahos-keraren irakaskuntza eraginkorra ahalbidetzen duten printzipio multzoak sartuko dituzte.

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