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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. 207–221

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Chapter 13
Using technology to facilitate the integration of pronunciation into the classroom

 | Universidad de Murcia
Published online: 28 November 2024
DOI logo with link
https://doi.org/10.1075/ivitra.42.13fou
Abstract
This chapter explores the potential of technology to facilitate the teaching and learning of pronunciation, with special emphasis on how technology can enhance the integration of pronunciation into the language classroom. First, the chapter discusses the role of technology in pronunciation instruction. Next, it offers an overview of the field of computer assisted pronunciation training (CAPT), presenting the tools and techniques available as well as relevant research findings and pedagogical implications. The chapter covers a range of techniques traditionally adopted in the field of CAPT, and also more recent uses of technology that hold great potential for pronunciation practice. Finally, it puts forward recommendations on how to facilitate Spanish pronunciation instruction with technology and it offers directions for future research and practice.
Resumen extendido
El uso de la tecnología para facilitar la integración de la pronunciación en el aula
Dominar la pronunciación de una lengua adicional no es una tarea sencilla, puesto que el desarrollo de la pronunciación se ve obstaculizado por diversos factores que no afectan del mismo modo al aprendizaje de otros aspectos lingüísticos (cognitivos, perceptivos, psicomotores, afectivos o diferencias individuales, entre otros). La tecnología puede contribuir a paliar algunas de estas trabas y ampliar considerablemente las oportunidades de práctica, tanto en el aula como fuera de ella; por ejemplo, facilitando la transmisión y la comprensión de contenidos, incrementando notablemente las oportunidades de exposición a la lengua y de práctica individualizada, permitiendo a los estudiantes practicar a su ritmo en contextos en los que se sientan cómodos, e incluso, pudiendo ofrecerles feedback automático cuando trabajan de manera autónoma. Por estos motivos, el presente capítulo analiza el uso de la tecnología para facilitar la enseñanza y la práctica de la pronunciación, así como su integración en el currículo. En primer lugar, se ofrece una visión general del campo de la enseñanza de la pronunciación asistida por ordenador, revisando las herramientas y técnicas disponibles, así como los resultados de investigaciones relevantes y sus implicaciones pedagógicas. Esta revisión abarca tanto técnicas que tradicionalmente han recibido mucha atención en el campo de enseñanza de pronunciación asistida por ordenador (como los entrenamientos de percepción, la visualización de habla o la evaluación automática del habla), como usos más recientes de recursos actuales de gran potencial para la práctica de la pronunciación (como las aplicaciones móviles, las redes sociales, la realidad aumentada o los asistentes personales inteligentes). A continuación, el capítulo ofrece recomendaciones sobre cómo la tecnología puede facilitar la integración de la pronunciación del español en el currículo y con otras destrezas lingüísticas, centrándose en herramientas que son accesibles y flexibles en cuanto a los tipos de práctica que ofrecen y los contenidos con los que pueden utilizarse. Por último, se proponen una serie de orientaciones para futuras investigaciones.
Article outline
  • 1.The role of technology in pronunciation teaching and learning
  • 2.Enhancing pronunciation instruction with technology: Insights from the field of CAPT
  • 3.Using technology to facilitate the integration of pronunciation instruction
    • 3.1Introductory activities and explicit instruction
    • 3.2Listening and perception practice
    • 3.3Listening and production practice
    • 3.4Reading and pronunciation
    • 3.5Speaking and pronunciation
  • 4.Conclusions and directions for future research and practice
  • Note
  • References
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