Key Issues in the Teaching of Spanish Pronunciation

<p><em>Key Issues in the Teaching of Spanish Pronunciation: From Description to Pedagogy</em> is a resource that encourages Spanish teachers and curriculum designers to increase their incorporation of pronunciation into the classroom. Combining theory and practical guidance, it will help language practitioners integrate the teaching of Spanish pronunciation with confidence and effectiveness. The international group of scholars across its 15 chapters is made up of individuals with well-established research records and training in best pedagogical practices. </p><p>Key features:</p><ul> <p> </p> <li>A range of topics including vowels, various classes of consonants, prosody, the use of technology, the role of orthography, the importance of both perception and production, individual learner differences, and teacher training;</li> <p> </p> <li>Overviews of descriptive, empirical, and acquisition-based research associated with each aspect of the Spanish sound system; </li> <p> </p> <li>Guidance on the difficulties that teachers face when incorporating the teaching of pronunciation into the classroom;</li> <p> </p> <li>Clear explanations of concepts, accompanied by an abundance of concrete examples and references;</li> <p> </p> <li>Multiple sample activities and lesson plans tailored to different levels and backgrounds of students;</li> <p> </p> <li>A bilingual glossary of terms to help the content reach the widest audience possible.</li> </ul><p>Written in a clear and accessible manner, <i>Key Issues in the Teaching of Spanish Pronunciation</i> is an essential resource for teachers of Spanish at all levels. It is also an excellent reference book for researchers and both undergraduate and graduate university students interested in Spanish phonetics and language acquisition.</p> <p>Introduction</p><p>Rajiv Rao</p><p>Part I </p><p>The Sound System of Spanish</p><p>1 Description of Spanish Vowels and Guidelines for Teaching Them</p><p>Eugenio Martínez Celdrán and Wendy Elvira-García</p><p>2 Pronunciation in the L2 Spanish Classroom: The Voiceless Stops /p, t, k/</p><p>Mary L. Zampini</p><p>3 Suggestions for Teaching Spanish Voiced Stops /b, d, ɡ/ and Their Lenited Allophones [β̞, ð̞, ɣ̞]</p><p>Manuela González-Bueno</p><p>4 A Theoretical Framework in the Acquisition and Teaching of Fricatives to L2 Learners of Spanish</p><p>A. Raymond Elliott</p><p>5 Issues in the Teaching of Spanish Liquid Consonants</p><p>Benjamin Schmeiser</p><p>6 The Polymorphism of Spanish Nasal Stops</p><p>Carlos-Eduardo Piñeros</p><p>7 Incorporating Syllable Structure into the Teaching of Spanish Pronunciation</p><p>Sonia Colina</p><p>8 Improving Non-Native Pronunciation: Teaching Prosody to Learners of Spanish as a Second/Foreign Language</p><p>Carme de-la-Mota</p><p>Part II </p><p>Pedagogical Challenges and Suggestions for the Classroom</p><p>9 Spanish Pronunciation and Teaching Dialectal Variation</p><p>Germán Zárate-Sández</p><p>10 Incorporating Technology into the Teaching of Spanish Pronunciation</p><p>Gillian Lord</p><p>11 Navigating Orthographic Issues in the Teaching of Spanish Pronunciation</p><p>Yasaman Rafat and Scott James Perry</p><p>12 The Role of Perception in Learning Spanish Pronunciation</p><p>C. Elizabeth Goodin-Mayeda</p><p>13 An Analytical Approach to Teaching Spanish Pronunciation to Native Speakers of German: First Language and Age of First Exposure as Crucial Factors<b> </b></p><p>Conxita Lleó and Marta Ulloa</p><p>14 Teaching Pronunciation to Spanish Heritage Speakers</p><p>Amanda Boomershine and Rebecca Ronquest</p><p>15 Spanish Pronunciation and Teacher Training: Challenges and Suggestions</p><p>Manuel Delicado Cantero, William Steed, and Alfredo Herrero de Haro</p><p>Glossary</p>