¿Hablas inglés? Percepciones, necesidades y prácticas relativas a la pronunciación de profesores y estudiantes de inglés como lengua extranjera
Resumen
La práctica de la pronunciación en el aula es esencial para el desarrollo de las destrezas orales. Este estudio pretende explorar la práctica, la enseñanza y el aprendizaje de la pronunciación en la enseñanza de inglés como lengua extranjera en España.
Se recogió una muestra de estudiantes (n = 494) y otra de profesores (n = 127) de la etapa preuniversitaria (EP = Educación Secundaria Obligatoria y no Educación Secundaria Obligatoria) y de la etapa universitaria (UN) en España. Sus respuestas se analizaron según cuatro dimensiones: (i) contenidos y sus dificultades; (ii) tipo de actividades; (iii) práctica de destrezas orales; y (iv) percepciones.
Los principales resultados revelan que i) el ritmo era el aspecto menos practicado en el aula de EFL en ambas etapas; ii) los alumnos de ambas etapas consideraban que nunca practicaban con canciones, mientras que los profesores indicaron que era una de las actividades más frecuentes; iii) la práctica de destrezas orales obtuvo una puntuación más alta en los profesores y alumnos de UN que en el grupo de profesores y alumnos de PU; iv) el tiempo de clase dedicado a la fonética y la pronunciación fue considerado insuficiente por los dos grupos de profesores, pero sólo por parte de los alumnos de UN.
Basándose en publicaciones relevantes y los resultados obtenidos, los autores también aportan ideas y recomendaciones sobre la fonética y la pronunciación del inglés para los profesores de inglés como lengua extranjera.
Citas
Albiladi, W.S. (2019). Teaching English pronunciation revisited: the challenges of teaching EFL in non-English-speaking countries. European Journal of Foreign Language Teaching, 4(3), 41-50. doi: 10.5281/zenodo.3566658
Aliaga-García, C. (2007). The role of phonetic training in L2 speech learning. Phonetics Teaching & Learning Conference. University College London. https://www.phon.ucl.ac.uk/ptlc/proceedings/ptlcpaper_32e.pdf
Brown, J.L.M. (2006). Rhymes, stories and songs in the ESL classroom. The Internet TESL Journal, 12. http://iteslj.org/Articles/Brown-Rhymes.html
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39, 34-41.
Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In J. Levis & K- LeVelle (Eds.), Proceeding of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 255-264). Iwoa State University.
Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 619-637. https://doi.org/10.1177/1362168815574145
Cabero, J. & Llorente, M. C. (2013). La aplicación del juicio de experto como técnica de evaluación de las tecnologías de la información (TIC). Eduweb. Revista de Tecnología de la Información y la Comunicación, 7(2), 11-22.
Calvo, Y. (2013). Spanish EFL university students’ views on the teaching of pronunciation: a survey-based study. Language Studies Working Papers, 5, 41-49. https://www.reading.ac.uk/web/files/english-language/elal_6_Calvo_Benzies.pdf.
Calvo, Y. (2016). The teaching and learning of English pronunciation in Spain. An
analysis and appraisal of students’ and teachers’ views and teaching materials.
Unpublished PhD dissertation. University of Santiago de Compostela.
Calvo, Y.J. (2017). Contributions of new technologies to the teaching of English
pronunciation. Language Value, 9(1), 1-35. http://www.e-revistes.uji.es/
languagevalue
Castillo, C., Torrado, M., & Lago, A. (2023). The ideal English pronunciation resource:
non-native teachers’ beliefs. Opción, 39(100), 131-154. https://doi.org/10.5281/
zenodo.7637478
Cenoz, J. & García Lecumberri, M.L. (1999). The acquisition of English pronunciation:
learners’ views. International Journal of Applied Linguistics, 9(1), 3-15. https://doi.
org/10.1111/j.1473-4192.1999.tb00157.x
Chela-Flores, B. (2001). Pronunciation and language learning: an integrative
approach. International Review of Applied Linguistics, 39(2), 85-101.
Chela-Flores, B. (2003). Optimizing the teaching of English suprasegmentals. BELLS:
Barcelona English Language and Literature Studies, 12. http://www.edicions.
ub.edu/revistes/bells12/articulos.asp?codart=31
Cook, V. (2001). Second language learning and language teaching. Arnold.
Dennis, N. (2020). Challenges of implementation digital learning and online
collaboration to teach pronunciation during COVID-19 pandemic in Thailand.
Advances in Social Science, Education and Humanities Research, 520. 370-374.
Derwing, T.M., & Munro, M.J. (2009). Putting accent in its place: rethinking obstacles
to communication. Language Teaching, 42(4), 476-490. https://doi.org/10.1017/
S026144480800551X
Dornyei, Z., & Taguchi, T. (2010). Questionnaires in Second Language Research: Construction, Administration and Processing (2nd ed.). Routledge.
Diaz, A. (2017). Towards improving Japanese EFL learners’ pronunciation: the impact of teaching suprasegmentals on intelligibility. APU Journal of Language Research, 2, 69-84. http://hdl.handle.net/10367/8130
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners in English as a second language. Adult Literacy National Project. https://helenfraser. com.au/wp-content/uploads/ANTA-REPORT-FINAL.pdf
Gajewska, K. (2021). Why has phonodidactics become “the neglected orphan” of ESL/EFL pedagogy? Explaining methodology- and ELF-related motives behind a reluctance towards pronunciation teaching. Crossroads. A Journal of English Studies, 33, 20-38. https://doi.org/10.15290/cr.2021.33.2.02
Gallardo del Puerto, F., García-Lecumberri, M.L. & Gómez-Lacabex, E. (2015). The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non-native judges. International Journal of Applied LInguistics, 25(2), 202-224. https://doi.org/10.1111/ijal.12063
Gibson, S. (2008). Reading aloud: a useful learning tool? ELT Journal, 62(1), 29-36. https://doi.org/10.1093/elt/ccm075
Gómez, M.A., & Sánchez, M.T. (2016). English Pronunciation for Speakers of Spanish. From Theory to Practice. Mouton de Gruyter.
Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127. https://doi.org/10.1016/j.system.2016.06.007
Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (ed.), Teaching English as a second or foreign language (pp. 117-137). Heinle & Heinle.
Gorba, C., & Cebrian, J. (2021). The role of L2 experience in L1 and L2 perception and production of voiceless stops by English learners of Spanish. Journal of Phonetics, 88, 1-25. http://doi.org/10.1016/j.wocn.2021.101094
Hismanoglu, M. & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: traditional or modern? Procedia Social and Behavioral Sciences, 2, 983-989.
Iverson, P. & Evans, B.G. (2007). Learning English vowels with different first-language vowel systems: Perception of formant targets, formant movement, and duration. Journal of Acoustic Society of America, 122(5), 2842-2854.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103.
Kelly, G. (2000). How to teach pronunciation. Pearson Education Ltd.
Kim, A.Y. (2012) Investigating the effectiveness of computer-assisted language learning (CALL) in improving pronunciation: A case study. Multimedia Assisted Language Learning, 15(3), 11-33.
Kruk, M. & Pawlak, M. (2021). Using Internet resources in the development of English pronunciation: the case of the past tense –ed ending. Computer Assisted Language Learning (published first online). https://doi.org/10.1080/09588221.2021.1907416
Levis, J., Sonsaat, S., & Link, S. (2017). Students’ beliefs about native vs. non-native pronunciation teachers. In J.D. Martínez Agudo (Ed.), Native and Non-native Teachers in English Language Classrooms (pp. 205-237). De Gruyter Mouton.
Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451-476.
McMillan, J.H., & Schumacher, S. (2005). Investigación educativa. Pearson.
Mahboob, A. (2004). Native or non-native: What do the students think? In L.D. KamhiStein (Ed.), Learning and Teaching from Experience. University of Michigan Press.
Maidment, J. (2007). Assessing competence in English intonation. Phonetics Teaching & Learning Conference. University College London. https://www.phon.ucl.ac.uk/ptlc/proceedings/ptlcpaper_41e.pdf
Matas, A. (2018). Diseño del formato de escala Likert: el estado de la encuesta. Revista Electrónica de Investigación Educativa, 20(1), 38-47. https://doi.org/10.24320/redie.2018.20.1.1347
Mestre Segarra, M.A. (2017). How to teach intonation to EFL students: a focus on communicative teaching methods. Fòrum de Recerca, 22, 467-505. http://dx.doi.org/10.6035/ForumRecerca.2017.22.28
Mompean, J.A., & Fouz-González, J. (2016). Twitter-Based EFL Pronunciation Instruction. Language Learning & Technology, 20(1), 166-190.
Murphy, J.M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269. https://doi.org/10.1016/j.system.2013.12.007
Ortega-Llebaria, M.; Faulkner, A., & Hazan, V. (2001). Auditory-visual L2 Speech Perception: Effects of Visual Cues and Acoustic Phonetic Context for Spanish Learners of English. Proceedings of AVSP, 49-154.
Pourhosein Gilakjani, A. (2016). English pronunciation instruction: a literature review. International Journal of Research in English Education, 1(1), 1-6.
Robles, P. & Rojas, M. C. (2015). La validación por juicio de expertos: dos investigaciones cualitativas en Lingüística aplicada. Revista Nebrija de Lingüística aplicada, 18. https://www.nebrija.com/revista-linguistica/files/articulosPDF/articulo_55002aca89c37.pdf
Sáez, J. M. (2017). Investigación educativa. Fundamentos teóricos, procesos y elementos prácticos (enfoque práctico con ejemplos. Esencial para TFG, TFM y tesis). UNED.
Szpyra-Kozłowska, J. (2015). Pronunciation in EFL instruction. A research-based approach. Multilingual Matters.
Tanner, M.W. & Landon, M.M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning and Technology, 13(3), 51-65. http://llt.msu.edu/vol13num3/tannerlandon.pdf
Yang, I.Y. (2021). Differential contribution of English suprasegmentals to L2 foreignaccentedness and speech comprehensibility: implications for teaching EFL pronunciation, speaking, and listening. Korean Journal of English Language and Linguistics, 21, 818-836. https://doi.org/10.15738/kjell.21.202109.818
Yokomoto, K. (2017). EFL teachers’ interests and beliefs as determiners of their instructional decisions in the teaching of pronunciation. Language Teacher Cognition Research Bulletin, 51-68. https://jacetltc.jimdofree.com/sig-journal/
Aliaga-García, C. (2007). The role of phonetic training in L2 speech learning. Phonetics Teaching & Learning Conference. University College London. https://www.phon.ucl.ac.uk/ptlc/proceedings/ptlcpaper_32e.pdf
Brown, J.L.M. (2006). Rhymes, stories and songs in the ESL classroom. The Internet TESL Journal, 12. http://iteslj.org/Articles/Brown-Rhymes.html
Burns, A. (2006). Integrating research and professional development on pronunciation teaching in a national adult ESL program. TESL Reporter, 39, 34-41.
Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers: An analysis of internship reports. In J. Levis & K- LeVelle (Eds.), Proceeding of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 255-264). Iwoa State University.
Buss, L. (2015). Beliefs and practices of Brazilian EFL teachers regarding pronunciation. Language Teaching Research, 20(5), 619-637. https://doi.org/10.1177/1362168815574145
Cabero, J. & Llorente, M. C. (2013). La aplicación del juicio de experto como técnica de evaluación de las tecnologías de la información (TIC). Eduweb. Revista de Tecnología de la Información y la Comunicación, 7(2), 11-22.
Calvo, Y. (2013). Spanish EFL university students’ views on the teaching of pronunciation: a survey-based study. Language Studies Working Papers, 5, 41-49. https://www.reading.ac.uk/web/files/english-language/elal_6_Calvo_Benzies.pdf.
Calvo, Y. (2016). The teaching and learning of English pronunciation in Spain. An
analysis and appraisal of students’ and teachers’ views and teaching materials.
Unpublished PhD dissertation. University of Santiago de Compostela.
Calvo, Y.J. (2017). Contributions of new technologies to the teaching of English
pronunciation. Language Value, 9(1), 1-35. http://www.e-revistes.uji.es/
languagevalue
Castillo, C., Torrado, M., & Lago, A. (2023). The ideal English pronunciation resource:
non-native teachers’ beliefs. Opción, 39(100), 131-154. https://doi.org/10.5281/
zenodo.7637478
Cenoz, J. & García Lecumberri, M.L. (1999). The acquisition of English pronunciation:
learners’ views. International Journal of Applied Linguistics, 9(1), 3-15. https://doi.
org/10.1111/j.1473-4192.1999.tb00157.x
Chela-Flores, B. (2001). Pronunciation and language learning: an integrative
approach. International Review of Applied Linguistics, 39(2), 85-101.
Chela-Flores, B. (2003). Optimizing the teaching of English suprasegmentals. BELLS:
Barcelona English Language and Literature Studies, 12. http://www.edicions.
ub.edu/revistes/bells12/articulos.asp?codart=31
Cook, V. (2001). Second language learning and language teaching. Arnold.
Dennis, N. (2020). Challenges of implementation digital learning and online
collaboration to teach pronunciation during COVID-19 pandemic in Thailand.
Advances in Social Science, Education and Humanities Research, 520. 370-374.
Derwing, T.M., & Munro, M.J. (2009). Putting accent in its place: rethinking obstacles
to communication. Language Teaching, 42(4), 476-490. https://doi.org/10.1017/
S026144480800551X
Dornyei, Z., & Taguchi, T. (2010). Questionnaires in Second Language Research: Construction, Administration and Processing (2nd ed.). Routledge.
Diaz, A. (2017). Towards improving Japanese EFL learners’ pronunciation: the impact of teaching suprasegmentals on intelligibility. APU Journal of Language Research, 2, 69-84. http://hdl.handle.net/10367/8130
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners in English as a second language. Adult Literacy National Project. https://helenfraser. com.au/wp-content/uploads/ANTA-REPORT-FINAL.pdf
Gajewska, K. (2021). Why has phonodidactics become “the neglected orphan” of ESL/EFL pedagogy? Explaining methodology- and ELF-related motives behind a reluctance towards pronunciation teaching. Crossroads. A Journal of English Studies, 33, 20-38. https://doi.org/10.15290/cr.2021.33.2.02
Gallardo del Puerto, F., García-Lecumberri, M.L. & Gómez-Lacabex, E. (2015). The assessment of foreign accent and its communicative effects by naïve native judges vs. experienced non-native judges. International Journal of Applied LInguistics, 25(2), 202-224. https://doi.org/10.1111/ijal.12063
Gibson, S. (2008). Reading aloud: a useful learning tool? ELT Journal, 62(1), 29-36. https://doi.org/10.1093/elt/ccm075
Gómez, M.A., & Sánchez, M.T. (2016). English Pronunciation for Speakers of Spanish. From Theory to Practice. Mouton de Gruyter.
Gooch, R., Saito, K., & Lyster, R. (2016). Effects of recasts and prompts on L2 pronunciation development: teaching English /ɹ/ to Korean adult EFL learners. System, 60, 117-127. https://doi.org/10.1016/j.system.2016.06.007
Goodwin, J. (2001). Teaching pronunciation. In M. Celce-Murcia (ed.), Teaching English as a second or foreign language (pp. 117-137). Heinle & Heinle.
Gorba, C., & Cebrian, J. (2021). The role of L2 experience in L1 and L2 perception and production of voiceless stops by English learners of Spanish. Journal of Phonetics, 88, 1-25. http://doi.org/10.1016/j.wocn.2021.101094
Hismanoglu, M. & Hismanoglu, S. (2010). Language teachers’ preferences of pronunciation teaching techniques: traditional or modern? Procedia Social and Behavioral Sciences, 2, 983-989.
Iverson, P. & Evans, B.G. (2007). Learning English vowels with different first-language vowel systems: Perception of formant targets, formant movement, and duration. Journal of Acoustic Society of America, 122(5), 2842-2854.
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied Linguistics, 23(1), 83-103.
Kelly, G. (2000). How to teach pronunciation. Pearson Education Ltd.
Kim, A.Y. (2012) Investigating the effectiveness of computer-assisted language learning (CALL) in improving pronunciation: A case study. Multimedia Assisted Language Learning, 15(3), 11-33.
Kruk, M. & Pawlak, M. (2021). Using Internet resources in the development of English pronunciation: the case of the past tense –ed ending. Computer Assisted Language Learning (published first online). https://doi.org/10.1080/09588221.2021.1907416
Levis, J., Sonsaat, S., & Link, S. (2017). Students’ beliefs about native vs. non-native pronunciation teachers. In J.D. Martínez Agudo (Ed.), Native and Non-native Teachers in English Language Classrooms (pp. 205-237). De Gruyter Mouton.
Luo, B. (2016). Evaluating a computer-assisted pronunciation training (CAPT) technique for efficient classroom instruction. Computer Assisted Language Learning, 29(3), 451-476.
McMillan, J.H., & Schumacher, S. (2005). Investigación educativa. Pearson.
Mahboob, A. (2004). Native or non-native: What do the students think? In L.D. KamhiStein (Ed.), Learning and Teaching from Experience. University of Michigan Press.
Maidment, J. (2007). Assessing competence in English intonation. Phonetics Teaching & Learning Conference. University College London. https://www.phon.ucl.ac.uk/ptlc/proceedings/ptlcpaper_41e.pdf
Matas, A. (2018). Diseño del formato de escala Likert: el estado de la encuesta. Revista Electrónica de Investigación Educativa, 20(1), 38-47. https://doi.org/10.24320/redie.2018.20.1.1347
Mestre Segarra, M.A. (2017). How to teach intonation to EFL students: a focus on communicative teaching methods. Fòrum de Recerca, 22, 467-505. http://dx.doi.org/10.6035/ForumRecerca.2017.22.28
Mompean, J.A., & Fouz-González, J. (2016). Twitter-Based EFL Pronunciation Instruction. Language Learning & Technology, 20(1), 166-190.
Murphy, J.M. (2014). Intelligible, comprehensible, non-native models in ESL/EFL pronunciation teaching. System, 42, 258-269. https://doi.org/10.1016/j.system.2013.12.007
Ortega-Llebaria, M.; Faulkner, A., & Hazan, V. (2001). Auditory-visual L2 Speech Perception: Effects of Visual Cues and Acoustic Phonetic Context for Spanish Learners of English. Proceedings of AVSP, 49-154.
Pourhosein Gilakjani, A. (2016). English pronunciation instruction: a literature review. International Journal of Research in English Education, 1(1), 1-6.
Robles, P. & Rojas, M. C. (2015). La validación por juicio de expertos: dos investigaciones cualitativas en Lingüística aplicada. Revista Nebrija de Lingüística aplicada, 18. https://www.nebrija.com/revista-linguistica/files/articulosPDF/articulo_55002aca89c37.pdf
Sáez, J. M. (2017). Investigación educativa. Fundamentos teóricos, procesos y elementos prácticos (enfoque práctico con ejemplos. Esencial para TFG, TFM y tesis). UNED.
Szpyra-Kozłowska, J. (2015). Pronunciation in EFL instruction. A research-based approach. Multilingual Matters.
Tanner, M.W. & Landon, M.M. (2009). The effects of computer-assisted pronunciation readings on ESL learners’ use of pausing, stress, intonation, and overall comprehensibility. Language Learning and Technology, 13(3), 51-65. http://llt.msu.edu/vol13num3/tannerlandon.pdf
Yang, I.Y. (2021). Differential contribution of English suprasegmentals to L2 foreignaccentedness and speech comprehensibility: implications for teaching EFL pronunciation, speaking, and listening. Korean Journal of English Language and Linguistics, 21, 818-836. https://doi.org/10.15738/kjell.21.202109.818
Yokomoto, K. (2017). EFL teachers’ interests and beliefs as determiners of their instructional decisions in the teaching of pronunciation. Language Teacher Cognition Research Bulletin, 51-68. https://jacetltc.jimdofree.com/sig-journal/
Autores/as
Santos Díaz, I. ., Gómez González , M. ., & Díaz Lage, J. . (2024). ¿Hablas inglés? Percepciones, necesidades y prácticas relativas a la pronunciación de profesores y estudiantes de inglés como lengua extranjera. Logos: Revista De Lingüística, Filosofía Y Literatura, 34(1). https://doi.org/10.15443/RL3404
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