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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. 240–254

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Chapter 15
Pronunciation anxiety in Spanish online learning

 | The Open University
Published online: 28 November 2024
DOI logo with link
https://doi.org/10.1075/ivitra.42.15bar
Abstract
The aim of this chapter is to investigate the causes of speaking anxiety linked to pronunciation, pronunciation learning strategies, and coping tactics in online and distance language learning. To explore these topics, we conducted a study with mixed methods research design including quantitative and qualitative data gathered from self-reflective questionnaires and in-depth group interviews from students of Spanish as an additional language. Results reveal that pronunciation anxiety is rarely the main source of foreign language speaking anxiety, but it is a frequent source of embarrassment. The apprehension coupled with low perceived pronunciation skills, in many cases, impedes participation in oral practice as well as real-time and asynchronous interactions thus creating a negative loop. Based on these findings, recommendations are offered on how to manage anxiety to enhance pronunciation attainment and oral practice in a virtual learning environment.
Resumen extendido
Ansiedad ante la pronunciación en el aprendizaje de español en línea
El objetivo del presente capítulo es investigar la relación entre la ansiedad y la pronunciación del español como lengua adicional. En concreto, los desencadenantes de la ansiedad vinculados a la pronunciación, las estrategias de aprendizaje de la pronunciación y las estrategias para enfrentar y mitigar tal ansiedad en el entorno de aprendizaje de idiomas en línea y a distancia.
La ansiedad ante las lenguas adicionales es una de las variables afectivas más estudiadas en el contexto del aprendizaje y la enseñanza de idiomas. No obstante, pocos estudios investigan la ansiedad ante la pronunciación en una lengua adicional. Los estudios que exploran la ansiedad de la pronunciación lo hacen con estudiantes de inglés como lengua adicional (Szyszka, 2017; Baran-Łucarz, 2014; Coppinger y Sheridan 2022), y son aún más escasas las investigaciones en el ámbito de la enseñanza en línea.
Con el fin de paliar esta carencia en nuestros conocimientos, presentamos un estudio que emplea un diseño de investigación de métodos mixtos donde utilizamos datos cuantitativos y cualitativos recogidos a partir de cuestionarios autorreflexivos de 117 estudiantes de español y de entrevistas grupales con cuatro estudiantes.
Los resultados revelan que los estudiantes, al igual que en las clases presenciales, también sienten ansiedad en el entorno virtual. Los desencadenantes más comunes que la generan se parecen a los del entorno presencial, como la aprensión a la comunicación y a la comprensión que pueden causar el fracaso de la interacción, el miedo a un rendimiento inadecuado, ser juzgados y la evaluación negativa. Además, se constata que, aunque los estudiantes no creen que tener un acento nativo sea esencial y el objetivo principal, muchos desean lograrlo, lo que les estresa aún más. La ansiedad y la percepción de baja autoeficacia en el ámbito de la pronunciación impiden en muchos casos la participación en las prácticas e interacciones orales (tanto síncronas como asíncronas), creando, así, un bucle negativo. Las estrategias empleadas por los informantes de este estudio para mitigar la ansiedad vinculada a su pronunciación en español se dividen en tres grandes grupos: (1) estrategias de aprendizaje de la pronunciación autónomo; (2) estrategias cognitivas para gestionar las tutorías sincrónicas; y (3) diálogos internos positivos.
A partir de estos resultados, se ofrecen recomendaciones sobre cómo gestionar la ansiedad para mejorar el aprendizaje de la pronunciación en español teniendo en cuenta el posible aislamiento de los estudiantes a distancia y las características particulares del entorno virtual.
Article outline
  • 1.Introduction: Pronunciation and accent anxiety
  • 2.The present study: Pronunciation apprehension in online learning
    • 2.1Context
    • 2.2Participants
    • 2.3Data collection and data analysis
    • 2.4Quantitative results
    • 2.5Emerging topics
      • 2.5.1Pronunciation difficulties
      • 2.5.2Intelligibility vs. native-like pronunciation
      • 2.5.3Negative self-evaluation
      • 2.5.4Fear of communication breakdown
  • 3.Good practice on mitigating pronunciation anxiety
  • 4.Conclusions and future research
  • References
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