Presentation is loading. Please wait.

Presentation is loading. Please wait.

Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis Advisor Dr. Arrizabalaga 16 May, 2013 Spanish Capstone Project Language.

Similar presentations


Presentation on theme: "Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis Advisor Dr. Arrizabalaga 16 May, 2013 Spanish Capstone Project Language."— Presentation transcript:

1

2 Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis Advisor Dr. Arrizabalaga 16 May, 2013 Spanish Capstone Project Language & Linguistics Jessica Brightman

3 Index  Significance of Study + Abstract  Spanish in a globalizing world  Language and it’s customs  Traditional and modern teaching methods  The articulatory praxis  Phonetic praxis  Language Interference  Future Spanish Instructors

4 Significance of Study  Who 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

5 Abstract  It 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.

6 Abstract Continued  As 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.

7 Spanish in a globalizing world  In 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.

8 Language and it’s Customs  Language acquisition  Cultural  Natural  Dialectal diversity  A Standard Spanish  Realized for its compromises and production that leads speakers to a complete linguistic competency Psicología Infantil y Juvenil. 2013. Trastornos del habla y lenguaje.

9 Traditional & Modern Teaching Models  Traditional educational pedagogies  Models that encourage an advanced level of understanding and require language proficiency  Audio-oral method  Modern Pedagogies  Online Programs  Studying abroad  Hands on Experience or Teaching in a Classroom  Reflexive model

10 Importance of Phonetic Articulation  “Your chocie of which one [phoneme] to pronounce is virtually obligatory, involuntary, automatic, and below the level of your awareness” (Dalbor 15).  Articulation Points  Bilabial  Labio-dental  Dental  Alveolar  Palatal  Velar  Uvular

11 Phonetic Basis  Instructors represent knowledge  Second 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”

12 Language Interference  Second language learners use foreknown strategies and information  English Language  Orthography of English and Spanish  Similarities and differences between phonemes in Spanish and English are articulated with a distinct accent  Hilary: English speaker learning Spanish as a second language  Problems with the “shwa” [ Ə ]  Stress on syllabuses [‘]  Silent /h/  Diphthongs [i ̯ ] [u ̯ ]

13 Future Spanish Instructors  Bilingual Instructors  With 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 success  The need for teaching and tutoring phonetics Expanish. Expanish Top 10 Tips for Learning Spanish. 2013. Two students. Maxperience. Why Learn Spanish. N.d. Spanish dictionary.

14 Thank you!

15 Works Cited  Andión Herrero, M., Antonieta. “Modelo, Estándar y norma…, Conceptos Imprescindibles en el Español L2/LE.” Universidad Nacional de Educación a Distancia (Madrid). 2008. 9-26. Print.  Appel, Rene, & Muysken, Pieter. Language Contact And Bilingualism. Amsterdam: Amsterdam University Press. 2005. Web.  Blake, Robert & Ann Marie Delforge. “Online Language Learning.” Eds. Salaberry, Rafael & Barabara A. Lafford. The Art of Teaching Spanish Second Language Acquisition from Research to Praxis. Washington, D.C.: Georgetown University Press: 2006. 127-147. Print.  Bradlow. “The Adquisition of Spanish Vowels by Native English-Speaking students in Spanish Immersion Programs.” Eds. Menke, Mandy, R. University of Minnesota: 2010. Web.  Cazden, Courtney, B. Classroom Discourse. The language of Teaching and Learning. Portsmouth: Heinemann, 2001. Print.

16  Dalbor, B., John. Spanish Pronunciation: theory and practice. Orlando: Harcourt College Publishers, 1997. Print.  Donaldson, Rebekah, M. Teaching Foreign Language Conversation: A conversation Norms Approach. MA Thesis. California State University, Chico, Spring 2011. Print.  Conzález Barrera, María del Carmen. “Predicción y solución de dificultades que un alumno de habla inglesa puede tener al aprender fonetica española.” Memoria MEELE Curso Académico. MA Thesis. Universidad Antonio de Nebrija, 1999. Web.  Lafford, A., Barbara & Salaberry Rafael. “The State of the Art of Teaching Spanish From Research to Praxis.” Eds. Salaberry, Rafael & Barabara A. Lafford. The Art of Teaching Spanish Second Language Acquisition from Research to Praxis. Washington, D.C.: Georgetown University Press: 2006. 1-22. Print.

17  Lafford, Barbara & Joseph Collentine. “The Effects of Study Abroad and Classroom Contexts on the Acquisition of Spanish as a Second Language From Research to Application.” Eds. Salaberry, Rafael & Barabara A. Lafford. The Art of Teaching Spanish Second Language Acquisition from Research to Praxis. Washington, D.C.: Georgetown University Press: 2006. 103-126. Print.  Lipski, M., John. “Spanish Lingüistics: The Past 100 Years Retrospective and Bibliography. Hispania, Vol. 81, No.2. American Association of Teachers of Spanish and Portuguese: May 1998. 248-260. Web. 09/03/2013.  Marrero, Victoria. “Fonética Perceptiva-Addenda”. Dpt. Lengua Española y Lingüística General Facultad de Filología, 2001. 1-55. Print.  Martín Sanchez, Miguel. “Historia de la metodología de enseñanza de lenguas extranjeras.” Tejuelo, No. 5. Extremadura: Universidad de Extremadura. 20 marzo, 2009. 54-70. Web. 28 abril, 2013.  Menke, Mandy, R. “The Adquisition of Spanish Vowels by Native English-Speaking students in Spanish Immersion Programs.” University of Minnesota: 2010. Web.

18  Nash, Rose. Comparing Spanish and English: Patterns in Phonology and Orthography. San Juan: Parallexicon Publishing Company, 2000. Print.  Negueruela, Eduardo & James P. Lantolf. “Concept-Based Instruction and the Acquisition of L2 Spanish.” Eds. Salaberry, Rafael & Barabara A. Lafford. The Art of Teaching Spanish Second Language Acquisition from Research to Praxis.. Washington D.C.: Georgetown University Press, 2006. 79-102. Print.  One world Nations Online. Languages of the World. N.p., 2009. Web. 04 Apr. 2013.  Otheguy, Ricardo. Funcional Adaptation and Conceptual Convergence in the Analysis of Contact in the Spanish of Bilingual Communities in New York. Web. 07 April, 2013.  Pérez de Obanos Romero, Gregorio. “La competencia docente y el desarrollo professional: hacia un enfoque reflexivo de la enseñanza de ELE.” Brasil: Instituto Cervantes de Belo Horizonte. 2009. Web. 28 April, 2013.  Pilotti, Maura, Martin Chodorow, & Olga Vlasova. “Interference Effects and the Consequences of Recognition Failures and Successes.” The American Journal of Psychology, Vol. 121, No. 4. Champaign: University of Illinois Press, 2008. 523-549. Web.

19  Quilis, Antonio. “Fonética articulatoría.” Tratado de fonologíaa y fonética españolas. Madrid: Biblioteca Románica Hispánica, 1993. 57-84. Print.  Quilis, Antonio. “Fonología y fonética españoles.” Tratado de fonología y fonética españolas. Madrid: Biblioteca Románica Hispánica, 1993, 11-56. Print.  Schwegler, Armin, Juergen, Kempff, & Ana Ameal-Guerra. Fonética y Fonología Españolas. Hoboken: John Wiley & Sons, Inc., 2010. Print.  Username: Assaultivebear. “The Ideas of Chomsky-BBC interview.” Interview. Youtube.com. Youtube, May 16, 20011. Web. 23 April, 2013.  Username: Valendiana. “El conductismo.” BuenasTareas.com. June 2012.http://www.buenastareas.com/ensayos/El-Condctismo/4608813http://www.buenastareas.com/ensayos/El-Condctismo/4608813  VanPatten, Bill & Michael Leeser. “Theoretical and Research Considerations Underlying Classroom Practice The Fundamental Role of Input.” Eds. Salaberry, Rafael & Barabara A. Lafford. The Art of Teaching Spanish Second Language Acquisition from Research to Praxis. Washington D.C.: Georgetown University Press, 2006. 55-77. Print.


Download ppt "Teaching Spanish as a Second Language: Focusing on a Phonetic Articulatory Praxis Advisor Dr. Arrizabalaga 16 May, 2013 Spanish Capstone Project Language."

Similar presentations


Ads by Google