Teaching phonetics in Spanish secondary school

• María Isabel Domínguez García ^[1]
  1. [1] Universidad Internacional de Valencia

     Universidad Internacional de Valencia

     Valencia, España

     
• Localización: IV Congreso Virtual Internacional sobre Innovación Pedagógica y Praxis Educativa INNOVAGOGÍA 2018: libro de actas. 20, 21 y 22 de marzo 2018 / David Cobos Sanchiz (dir. congr.), Eloy López Meneses (dir. congr.), Antonio Hilario Martín Padilla (dir. congr.), Laura Molina García (dir. congr.), Alicia Jaén Martínez (dir. congr.), 2018, ISBN 978-84-09-00794-3
• Idioma: inglés
• Enlaces
  • Texto Completo Libro  1    2  
• Resumen

  • This project studies three different methods of teaching phonetics in order to find out which is the most effective for students of High School, focusing attention on the most common “problematic” honemes that Spanish/Catalan students might find while talking and studying in the target language. The first part of this article is devoted to the reality of pronunciation learning in foreign language context. The second part of it is centered in the analysis of the data of three groups of foreign language learner’s of English at different stages of development, who are taught in three different methodologies. At the end of this paper, it is concluded that the articulatory method is the best one.