Chapter 8

La pronunciación en las metodologías de enseñanza de ELE

En este capítulo se lleva a cabo una aproximación a la didáctica de la pronunciación en ELE en los distintos enfoques metodológicos de la enseñanza de lenguas adicionales, con especial hincapié en el enfoque orientado a la acción (Consejo de Europa, 2002, 2021) y la integración de la instrucción explícita de la pronunciación en los programas de cursos de español. Se aporta una descripción de metodologías actuales y del lugar que ocupa el desarrollo de la competencia fonológica del aprendiente, que incluye conceptos clave como el control fonológico, la articulación de sonidos y los rasgos prosódicos que debe adquirir un aprendiente de una lengua adicional. Se presentan los resultados de un cuestionario sobre las prácticas docentes que se llevan a cabo con respecto a la enseñanza de la pronunciación en cursos de español. Finalmente, se ofrecen propuestas para una instrucción explícita y un aprendizaje consciente de la pronunciación, integrada en las tareas de aula y mediante metodologías específicas de didáctica de la pronunciación bajo un enfoque orientado a la acción.

The evolution of Spanish language teaching methodologies in the 20th century has been well-documented in various articles and books (Sánchez Pérez, 1992; Melero Abadía, 2000). However, there is a noticeable gap in the literature when it comes to a selective analysis of the role of pronunciation pedagogy within different language teaching approaches. This necessitates an examination of the transition from grammar-centered and written language instruction to a more speaking-oriented and holistic approach that focuses on communicative competence. A key publication shedding light on this methodological shift is the Common European Framework of Reference for Languages: Learning, Teaching, Assessment — Companion Volume (Consejo de Europa, 2021), which offers a revised perspective on phonological competence within the broader framework of communicative competence.

We underscore the importance of addressing pronunciation, acknowledging the necessity of incorporating targeted pronunciation teaching techniques into phonetics instruction rooted in action-oriented methodologies, thereby optimizing its efficacy. Taking into account recent research, we consider the value of explicit pronunciation instruction and alternative activities beyond traditional “listen-and-repeat” exercises.

Our chapter presents a brief study that explores the beliefs of experienced teachers, offering a critical evaluation of explicit instructional practices within the Spanish language classroom. It is evident that, despite being highly desired, the integration of pronunciation instruction often remains more of an aspiration than a reality. This discrepancy is primarily attributed to inadequate training and insufficient awareness of its importance in fostering learners’ communicative competence.

Building upon an action-oriented approach, the ongoing research in pronunciation pedagogy, and teacher perspectives on teaching this language aspect, we propose a set of recommendations. In the fourth section, we identify six methodological foundations for effective teaching practices that seamlessly integrate phonetic skills with other linguistic content and communicative abilities. These pillars should be an integral part of Spanish language courses, adopting a learner-centered, action-oriented approach. The aim is to connect pronunciation instruction in the classroom with the broader language acquisition process, recognizing phonetics as a fundamental linguistic skill that empowers learners to become proficient users of Spanish.

To conclude, we suggest avenues for further research to ensure that specific pronunciation teaching methodologies align with the broader objectives of language instruction for non-native speakers.