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?

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 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 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) Print.  Appel, Rene, & Muysken, Pieter. Language Contact And Bilingualism. Amsterdam: Amsterdam University Press 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: Print.  Bradlow. “The Adquisition of Spanish Vowels by Native English-Speaking students in Spanish Immersion Programs.” Eds. Menke, Mandy, R. University of Minnesota: Web.  Cazden, Courtney, B. Classroom Discourse. The language of Teaching and Learning. Portsmouth: Heinemann, Print.

16  Dalbor, B., John. Spanish Pronunciation: theory and practice. Orlando: Harcourt College Publishers, Print.  Donaldson, Rebekah, M. Teaching Foreign Language Conversation: A conversation Norms Approach. MA Thesis. California State University, Chico, Spring 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, 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: 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: 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 Web. 09/03/2013.  Marrero, Victoria. “Fonética Perceptiva-Addenda”. Dpt. Lengua Española y Lingüística General Facultad de Filología, Print.  Martín Sanchez, Miguel. “Historia de la metodología de enseñanza de lenguas extranjeras.” Tejuelo, No. 5. Extremadura: Universidad de Extremadura. 20 marzo, Web. 28 abril,  Menke, Mandy, R. “The Adquisition of Spanish Vowels by Native English-Speaking students in Spanish Immersion Programs.” University of Minnesota: Web.

18  Nash, Rose. Comparing Spanish and English: Patterns in Phonology and Orthography. San Juan: Parallexicon Publishing Company, 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, Print.  One world Nations Online. Languages of the World. N.p., Web. 04 Apr  Otheguy, Ricardo. Funcional Adaptation and Conceptual Convergence in the Analysis of Contact in the Spanish of Bilingual Communities in New York. Web. 07 April,  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 Web. 28 April,  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, Web.

19  Quilis, Antonio. “Fonética articulatoría.” Tratado de fonologíaa y fonética españolas. Madrid: Biblioteca Románica Hispánica, Print.  Quilis, Antonio. “Fonología y fonética españoles.” Tratado de fonología y fonética españolas. Madrid: Biblioteca Románica Hispánica, 1993, Print.  Schwegler, Armin, Juergen, Kempff, & Ana Ameal-Guerra. Fonética y Fonología Españolas. Hoboken: John Wiley & Sons, Inc., Print.  Username: Assaultivebear. “The Ideas of Chomsky-BBC interview.” Interview. Youtube.com. Youtube, May 16, Web. 23 April,  Username: Valendiana. “El conductismo.” BuenasTareas.com. June 2012.http://www.buenastareas.com/ensayos/El-Condctismo/ http://www.buenastareas.com/ensayos/El-Condctismo/  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, 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