In:La integración de la pronunciación en el aula de ELE: Integrating pronunciation in the Spanish language classroom
Editado por Zsuzsanna Bárkányi, M. Mar Galindo Merino y Aarón Pérez-Bernabeu
[IVITRA Research in Linguistics and Literature 42] 2024
► pp. 12–24
Chapter 1Léxico y pronunciación
Un camino de ida y vuelta
Article language: Spanish
Published online: 28 November 2024
https://doi.org/10.1075/ivitra.42.01hid
https://doi.org/10.1075/ivitra.42.01hid
Resumen
Conocer una unidad léxica implica ser consciente de diversos aspectos relacionados con su forma, su
significado y su uso. Uno de estos aspectos es el conocimiento de su forma oral, tanto en la dimensión receptiva como
productiva. En este capítulo ponemos de relieve que no se puede concebir un desarrollo de la competencia léxica en una
lengua adicional sin atender a cuestiones de pronunciación. A tal efecto, revisamos los fundamentos y los estudios más
relevantes que nos permiten comprender cómo el desarrollo de la conciencia fonológica incide positivamente en el
aprendizaje del léxico. De esto se desprende una serie de implicaciones pedagógicas que se materializan en una lista
de buenas prácticas docentes para integrar la pronunciación en la enseñanza del vocabulario en español como lengua
adicional.
Extended abstract
Vocabulary and pronunciation: A round-trip
Knowing a word involves knowledge of its form, its meaning, and its use. Familiarity with its
oral form encompasses both receptive awareness (recognizing how the word sounds) and productive proficiency (how the
word is pronounced). This chapter is aimed at examining the role of pronunciation in Spanish as a second language
(ELE) vocabulary teaching and learning and intends to show how paying attention to pronunciation is necessary for a
complete and rich lexical development. To that end, a thorough literature review will be offered, accounting for the
most relevant contributions on the interplay between ELE pronunciation and vocabulary learning. This review will allow
us to expand our understanding on (1) how the development of phonological awareness has a positive impact on
vocabulary learning and, reciprocally, (2) how knowing words and lexical chunks may result in improving pronunciation.
It is well known that certain phonological characteristics of words and phrases (i.e. pronounceability) may help or
hinder vocabulary learning. The literature on vocabulary acquisition in L2 has highlighted several facilitating
factors, such as the presence of familiar phonemes, phonotactic regularity, fixed stress, and consistency of word
sound-script, whereas the presence of new phonemes, phonotactic irregularity, variable stress and vowel change, and
incongruence in sound-script relationship might increase the learning burden (Laufer, 1997). Being aware of these factors may help in selecting which vocabulary needs more explicit
attention and class time. Besides, previous research has established that certain phonological features could have
considerable mnemonic potential (Lindstromberg & Boers, 2008) and that
this could be exploited in teaching materials to foster vocabulary retention. In addition, it is necessary to bear in
mind that phonological features affecting L2 vocabulary learning are not only intralinguistic but also interlinguistic
and that, consequently, students’ linguistic background should not be neglected. The degree of closeness of the
phonological systems between the L1 (or other additional languages) and Spanish also affects the learning burden of
lexical units (Webb & Nation, 2017), that is, the more pronounceable
words are, the easier they are to learn (Ellis & Beaton, 1993). Knowing
at least the key differences in the phonological system of our students’ L1 and Spanish may guide teaching practice.
Phonological awareness entails knowledge of how a pronunciation system works, which is crucial for meaning
construction, interpretation, and expression. Likewise, several lines of evidence suggest that a more accurate
phonological perception contributes to automaticity and fluency, which implies freeing the working memory capacity
(Qian & Lin, 2020) and, in turn, allows language learners to devote
such capacity to other tasks such as paying attention to new learning vocabulary. With all this in mind, a series of
good practices will be provided to integrate vocabulary and pronunciation teaching in our classrooms and materials.
Finally, we will acknowledge how the interplay between vocabulary and pronunciation in L2 learning and teaching would
be a fruitful area and will suggest further lines of work on the matter.
Article outline
- 1.Introducción
- 2.El sonido: La vía de entrada de las palabras al lexicón
- 3.Aspectos de la pronunciación que facilitan o dificultan el aprendizaje de vocabulario
- 4.Buenas prácticas docentes en la integración de la pronunciación
- 5.Líneas futuras
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