La enseñanza de las vocales inglesas a los hablantes de español

  1. Gallardo del Puerto, Francisco
  2. Gómez Lacabex, Esther
Revista:
Pulso: revista de educación

ISSN: 1577-0338,  2445-2866

Año de publicación: 2008

Número: 31

Páginas: 37-65

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Pulso: revista de educación

Resumen

El presente trabajo versa sobre la enseñanza de las vocales inglesas a estudiantes españoles. En la introducción se analiza la importancia que tiene abordar la pronunciación en el aula de lengua extranjera en la persecución del logro de un acento nativo o de una pronunciación inteligible, se enfatiza el papel tan importante que juega el sistema de sonidos de la primera lengua a la hora de adquirir la pronunciación de un segundo idioma y se revisa el papel del profesor en la enseñanza de la pronunciación. La segunda parte presenta un estudio comparativo de los sistemas vocálicos del inglés y del castellano que ayuda en la comprensión de las diferencias y similitudes existentes entre ambos sistemas a fin de poder entender muchos de los fenómenos presentes en la pronunciación de las vocales inglesas por parte de los hablantes de español. La última sección incluye una serie de recursos didáctico-pedagógicos para la instrucción formal de la pronunciación del inglés, con especial referencia al componente vocálico.

Referencias bibliográficas

  • ÁLVAREZ BAZ, A., HERRERO HERNÁNDEZ, A.M. (1995): “La pronunciación en el aula”. En: BARRO, P., BECERRA, J. M., MARTÍNEZ, A. Y MOLINA, J. A. (eds.) Aspectos de la Enseñanza de Lenguas Extranjeras (pp. 87-93). Granada, Universidad de Granada.
  • ANDERSON-HSIEH, J., JONSON, R. Y KOEHLER, K. (1992): “The relationship between native speaker judgements of non-native pronunciation and deviance in segmentals, prosody ans syllable structure”. Language Learning, 42/4, 529-555.
  • BAKER, A. (2006): Ship or Sheep? (3rd edition). Cambridge, Cambridge University Press.
  • BENRABAH, M. (1997): “Word-stress: a source of unintelligibility in English”. International Review of Applied Linguistics, 35/3, 157-165.
  • BRADLOW, A. R., PISONI, D. B., AKAHANE-YAMADA, R. Y TOHKURA, Y. (1997): “Training Japanese listeners to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production”. Journal of the Acoustical Society of America, 101, 2299-2310.
  • CENOZ, J. & GARCÍA LECUMBERRI, M. L. (1999): “The effect of training on the discrimination of English Vowels”. International Review of Applied Linguistics, 37, 261- 275.
  • CRUTTENDEN, A. (2001): Gimson’s Pronunciation of English (6th edition). London, Arnold.
  • DALTON, C. & SEIDLHOFER, B. (1994): Pronunciation. Oxford, Oxford University Press.
  • DAUER, R. M. (2005): “The Lingua Franca Core: A new model for pronunciation instruction?”. TESOL Quarterly, 39/3, 543-550.
  • DERWING, T. M., MUNRO, M. J. Y WIEBE, G. (1998): “Evidence in favor of broad framework for pronunciation instruction”. Language Learning, 48, 393-410.
  • DERWING, T. M. Y MUNRO, M. J. (2005): “Second language accent and pronunciation teaching: a research-based approach”. TESOL Quarterly, 39/3, 379-397.
  • DERWING, T. M. Y ROSSITER, M. J. (2003): “The effects of pronunciation instruction on the accuracy, fl uency and compexity of L2 speech”. Applied Language Learning, 13, 1-18.
  • ELLIS, R. (1994): The Study of Second Language Acquisition. Oxford, Oxford University Press.
  • FERNÁNDEZ GONZÁLEZ, J. (1988): “Refl ections on foreign accent”. En: FERNÁNDEZ GONZÁLEZ, J. Y DE SANTIAGO-GUERVÓS, J. (eds.) Issues in Second Language Acquisition and Learning (pp. 127-142). Valencia, Universitat de València.
  • FINCH, D. F. Y ORTIZ LIRA, H. (1982): A Course in English Phonetics for Spanish Speakers. London, Heinemann.
  • FITZPATRICK, F. (1995): A Teacher’s Guide to Practical Pronunciation. Hemel Hempstead, Phoenix ELT.
  • FLEGE, J. E. (1987): “A critical period for learning to pronounce foreign languages?” Applied Linguistics, 8, 162-177.
  • FLEGE, J. E. (1991): “The interlingual identifi cation of Spanish and English vowels: Orthographic evidence”. The Quarterly Journal of Experimental Psychology, 43A/3, 701- 731.
  • FLEGE, J. E. (1992): “Speech learning in a second language”. En: FERGUSON, C., MENN, L. Y STOEL-GAMMON, C. (eds.) Phonological Development: Models, Research, and Application (pp.565-603). Timonium MD, York Press..
  • FLEGE, J. E. (1995): “Second language speech learning: Theory, fi ndings and problems”. En: E. W. STRANGE (ed.) Speech Perception and Linguistic Experience: Theoretical and Methodological Issue (233-277). Timonium, MD, York Press.
  • FLEGE, J. E. (2002): “No perfect bilinguals”. New Sounds 2000: The Fourth International Symposium on the Acquisition of Second-Language Speech (pp.132-141). Amsterdam, Univeristy of Amsterdam.
  • FUDGE, E. (1984): English Word-Stress. London, George Allen and Unwin.
  • GALLARDO DEL PUERTO, F. (2005): La Adquisición de la Pronunciación del Inglés como Tercera Lengua. Leioa, Universidad del País Vasco.
  • GALLARDO DEL PUERTO, F. GÓMEZ LACABEX, E. Y GARCÍA LECUMBERRI, M. L. (2005): “The assessment of foreign accent by native and nonnative judges”. En: Maidment, J. (ed.) Proceedings of the Phonetics Teaching and Learning Conference 2007 (CD format). London, Univeristy College London. En: http://www.phon.ucl.ac.uk/ ptlc/proceedings/ptlcpaper_20e.pdf. 25/03/08.
  • GARCÍA LECUMBERRI, M. L. Y CENOZ, J. (1997): “Identifi cation by L2 learners of English vowels in different phonetic contexts”. En: LEATHER, L. Y JAMES. A. (eds.) New Sounds 97: Proceedings of the III International Symposium on the Acquisition of a Second Language Speech (pp. 196-205). Klagenfurt, University of Klagenfurt.
  • GARCÍA LECUMBERRI, M. L. Y ELORDUY URQUIZA, A. (1994): Sistema Fonológico de la lengua Inglesa I, II y III. En: Temario para el Ingreso en el Cuerpo de Profesores De I. Bachillerato. Madrid, Centro de Estudios Académicos.
  • GIL, J. (1988): Los Sonidos del Lenguaje. Madrid, Síntesis.
  • HANCOCK, M. (2000): Pronunciation Games. Cambridge, Cambridge University Press.
  • HANCOCK, M. (2003): English Pronunciation in Use. Cambridge, Cambridge University Press.
  • HARMER, J. (2004): The Practice of English Language Teaching (3rd edition). Essex, Longman.
  • HEWINGS, M. (2004): Pronunciation Practice Activities. Cambridge, Cambridge University Press.
  • JENKINS, J. (2000): The Phonology of English as an Internacional Language. Oxford, Oxford University Press.
  • JENKINS, J. (2005): “Implemeting an international approach to English pronunciation: The role of teacher attitudes and identity”. TESOL Quarterly, 39/3, 535-543.
  • KACHRU, B. (1992): “Teaching world Englishes”. En: KACHRU, B. (ed.) The Other Tongue. English across Cultures (pp. 355-365). Urbana and Chicago, University of Illinois Press.
  • KELLY, G. (2003): How to Teach Pronunciation. Harlow, Longman.
  • KENWORTHY, J. (1989): Teaching English Pronunciation. New York, Longman.
  • KREIDLER, C. W. (2004): The Pronunciation of English: A Course Book in Phonology. (2nd edition). Oxford and New York, Blackwell.
  • LEOW, R. P. (2000): “A Study of the role of language awareness in foreign language behaviour. Aware versus unaware learners”. Studies in Second Lanague Acquisition, 22, 557-584.
  • LEVIS, J. M. (2005): “Changing contexts and shifting paradigms in pronunciation teaching”. TESOL Quarterly, 39/3, 369-377.
  • LLISTERRI, J. (2003): “La enseñanza de la pronunciación”. Cervantes. Revista del Instituto Cervantes en Italia, 4/1, 91-114. En: http://liceu.uab.es/~joaquim/publicacions/ Llisterri_03_Pronunciacion_ELE.pdf
  • MACKAY, I. R. A., FLEGE, J. E. Y IMAI, S. (2006): “Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent”. Applied Psycholinguistics, 27, 157-183.
  • MAJOR, R. C. (1986): “The ontogeny model: Evidence from L2 acquisition of Spanish r”. Language Learning, 36, 453-504.
  • MAJOR, R. C. (1987): “A model of interlanguage phonology”. En: IOUP, G. Y WEINBERGER, S. (eds.) Interlanguage Phonology: The acquisition of a second language sound system (pp.101-124). New York, Newbury House/Harper & Row.
  • MAJOR, R. C. (1999): “Chronological and stylistic aspects of second language acquisition of consonant clusters”. En: LEATHER, J. (ed.) Phonological Issues in Language Learning (pp. 123- 151). Malden MA & Oxford, Blackwell.
  • MAJOR, R. C. (2002): “The ontogeny and phylogeny of second language phonology”. En: New Sounds 2000: The Fourth International Symposium on the Acquisition of SecondLanguage Speech (pp.223-230). Amsterdam, University of Amsterdam.
  • MAJOR, R. C. (2007): “Identifying a foreign language in an unfamiliar language”. Studies in Second Language Acquisition, 29, 539-556.
  • MAJOR, R.C., FITZMAURICE, S.F., BUNTA, F. Y BALASUBRAMANIAN, C. (2002): “The effects of nonnative accents on listening comprehension: Implications for ESL assessment”. TESOL Quarterly, 36/2, 173-190.
  • MEDGYES, P. (1992): “Native or Non-native: Who’s Worth More?”. ELT Journal, 46/4, 340-349.
  • MORLEY, J. (1991): “The pronunciation component in teaching English to speakers of other languages”. TESOL Quarterly, 25/3, 481-520.
  • MORLEY, J. (1994): “A multidimensional curriculum design for speech/pronunciation instruction”. En: MORLEY, J. (ed.) Pronunciation Pedagogy and Theory: New views new directions (pp. 64-91). Alexandria, VA, TESOL
  • MOYER, E. (2004): Age, Accent and Experience in Second Language Acquisition: An Integrated Approach to Critical Period Inquiry. Clevedon, Multilingual Matters.
  • MUNRO, M.J. Y DERWING, T.M. (1995): “Foreign accent, comprehension, and intelligibility in the speech of second language learners”. Language Learning, 45/1, 73- 97.
  • MUNRO, M.J. Y DERWING, T.M. (1998): “The effects of speaking rate on listener evaluations of native and foreign accented speech”. Language Learning, 48/1, 159-182.
  • NAVARRO TOMÁS, T. (1967): Manual de Pronunciación Española. Madrid, Consejo Superior de Investigaciones Científi cas Instituto “Miguel de Cervantes”.
  • O’CONNOR, J. D. & FLETCHER, C. (2002): Sounds English (14th edition). Edinburgh, Longman.
  • PAVÓN-VÁZQUEZ, V. (2000): La enseñanza de la pronunciación del inglés. Granada, Granada Lingüística.
  • PENNINGTON, M. C. (1997): “Phonology in language teaching: Essentials of theory and practice”. En: BARDOVI-HARLIG, K.. & HARTFORD, B. (eds.) Beyond Method: Components of second language teacher education (pp. 67-87). Boston, McGraw-Hill.
  • ROSA, E. Y O’NEIL, M. D. (1999): “Explicitness, intake and the issue of awareness: Another piece to the puzzle”. Studies in Second Language Acquisition, 21, 511-556.
  • RINEY, T. J., TAKAGI, N. & INUTSUKA, K. (2005): “Phonetic parameters and perceptual judgements of accent in English by American and Japanese listeners”. TESOL Quarterly, 39/3, 441-466.
  • ROACH, P. J. (2000): English Phonetics and Phonology: A Practical Course (3rd edition) Cambridge, Cambridge University Press.
  • SCHMIDT, R. W. (1990): “The role of consciousness in second language acquisition”. Applied Linguistics, 11, 129-158.
  • SETTER, J. & JENKINS, J. (2005): “Pronunciation”. Language Learning, 38, 1-17.
  • THORNBURY. S (1997): About Language. Tasks for Teachers of English. Cambridge, Cambridge University Press.
  • UNDERHILL, A. (1994): Sound Foundations. Oxford, Macmillan Heinemann.
  • VAUGHAN-REES, M. (2002): Test your Pronunciation. Essex, Penguin.
  • WANG, J. Y MUNRO, M. J. (2004): “Computer-based training for learning English vowel contrasts”. System, 32: 539-552.
Fuente de los datos: Dialnet