Teaching English Pronunciation to Spanish Speakers - Research Paper Example

?[JORGE HUMBERTO] [12/09 Background of the Study English is rapidly becoming the global language and is spoken in almost every country. Moreover, with a global touch and acceptance, English is regarded as the common and global language to communicate (Jenkins, 2002). It is quite understandable that people often feel comfortable speaking their own mother tongue compared to any other foreign language. Non- English speakers often face issues while speaking English in a fluent manner. Moreover, they tend to commit pronunciation errors that often create confusion in understanding the real meaning of certain words (Ladefoged, 2000). There is no doubt that English speaking requires good amount of understanding of consonants and vowels along with dedication and motivation. The research aims to examine what sorts of difficulties are experienced by Spanish speakers while speaking English and how pronunciation difficulties can be assessed and examined resulting in better pronunciation. Spanish language is a part of Indo-European Language family and is spoken by more than 400 million people across the world mainly in Spain, Latin America and the US. On the other hand, English is spoken in almost every country Ladefoged, 2000). However, when Spanish individuals especially students travel to other countries; they face pronunciation issues while speaking and communication in English. For this purpose, a systematic and logical approach of conducting a research will be taken that will help in investigating pronunciation problems of Spanish students along with identifying ways through which these problems can be assessed resulting in better pronunciation and understanding of English Language. There is no doubt that incorrect pronunciation leads to little understanding of the meaning of sentences and thus creating confusion and doubts (Ladefoged, 2006). At the same time, conversing requires good understanding of English Language in order to facilitate personal and professional growth in English speaking nations. The next part of the discussion presents theoretical issues related to the research topic. Theoretical Issues Related to the Research Topic In order to investigate how English pronunciation can be taught to Spanish speakers, the researcher will focus on understanding of phonetics, production of speech sounds and difference between English and Spanish speakers by referring to a number of academic books, journals and articles. Jenkins (2002) stated that words are pronounced differently in different countries majorly because of the understanding of vowels and consonants. Coe (1988) stated that there is a great similarity between English and Spanish language that makes learning motivational and easy. Coe (1988) further believed that both English and Spanish languages have originated from different culture and thus it is quite obvious to have pronunciation differences. Spanish language has only five vowels while English has fourteen vowels. The difference in vowels creates pronunciation issues as Spanish speakers often fail to differentiate between English Vowels. Compernolle (2001) stated that Spanish is syllable times language and English is stress timed language. Spanish speakers face difficulties in recognizing end consonants that create pronunciation issues. Moreover, the verb-grammar agreement is also dissimilar in two languages that often affect the correct pronunciation. Spanish speakers have logical association with the sound and spelling of words that lacks in English language. There are very limited double letters word in Spanish while in English, there are a number of double letter words. All these issues create confusion for Spanish speakers while speaking in English. Avexy, Ehrlich (1992) believed that the role of teeth, jaws, lips and tongue is of great importance considering the fact that correct use of lips, jaws and tongue helps in correct pronunciation of words. For this purpose, it is important to understand the role of phonetics in pronunciation of words. Phonetics is concerned with how sounds are produced and perceived. It is a concerned with the production of sounds that helps in understanding and perceiving correct pronunciation. Bernaus, et al (2004) believed that production of sounds is dependent on various organs of the human body. The role of lungs, diaphragms, larynx and trachea is immense in producing right sounds helping in correct pronunciation. Lungs help in pushing and pulling out air with the help of diaphragms and air passes through larynx and vocal chords to create vibration and thus causing production of sounds. Bernaus, et al (2004) believed that, it is important to understand the role of consonants and vowels in correct pronunciation of words. Consonants include sounds that we use in letters like b, c, d, f, g, k and many more while vowels are in the form of a, e, i, o and u. English consonants and vowels can be identified on the basis of voicing and place of articulation. The same can be said for Spanish consonants and vowels. However, mainly because of the differences in vowels and production of sounds, there is a difference between English and Spanish pronunciation of words. Avexy, Ehrlich (1992) stated that accent also plays an important role in pronunciation of words. Accent is defined as a way of speaking that is dependent on individuals’ location and cultures. Through accent; it becomes easy to recognize the nationality and socio-economic of speakers in a logical manner. People living in different parts of the world have different accents and this often causes different pronunciation. However, pronunciation of words should be good enough to state the meaning of words without confusing listeners. It can be believed that pronunciation is an art that requires systematic and patient approach in order to master correct ways of speaking a language. English is not a complicated language and Spanish speakers need to concentrate more on the understanding of consonants and vowels differences along with identifying the use of tongue, lips, teeth and jaws in pronouncing words in a correct manner. The next part of the discussion presents an understanding over how the previous research works are related to the current study along with highlighting issues and limitations of the current research in a succinct manner. Association with Previous Research Bott (2005) in his study of teaching English pronunciation clearly stated that pronunciation is dependent on the understanding of consonants and vowels along with identifying ways through which sounds can be produced in a clear manner. Burns (2003) in his research conducted on the role of teachers in helping students to pronounce correctly stated that the role of teachers is of great importance in motivating and assisting students to pronounce words in a correct way. This also means that teachers should be good enough to understand the pronunciation problems of students and accordingly designing a framework that will help in teaching them the intricacies of correct pronunciation of English words. Field (2005) believed that listening helps in learning pronunciation in an effective manner and students should be offered listening tools that will help them to understand how certain words are pronounced and what steps can be taken to further strengthen their pronunciation skills. Fraser (2000) stated that adult students may take some time to learn English pronunciation as they are used to pronounce words in a certain manner that is different from the English pronunciation. English as a second language is often hard to understand and speak considering the differences in consonants and vowels and production of sounds. Thus, it is important to design an effective framework for making English speaking an easy and simple task. On this account, the research conducted by Burns (2003) holds great value as it aimed to state the role of teachers in assisting students in strengthening their pronunciation through the use of a customized learning framework. Kenworthy (1987) believed that pronunciation is dependent on the understanding of basic intricacies of languages that can be learnt through dedication and utmost enthusiasm. Overall, it can be believed that past research holds great value in terms of investigating the current research topic with the only limitation in terms of conducting the primary research that revolves around the learning of Spanish students in a particular institute. Theoretical Framework for the Current Study The researcher has divided the current study into five parts and each part offers a different theoretical framework that has been presented as follow: Chapter-1: Introduction The chapter presents the research topic along with stating the aim and objectives of the research. The chapter also presents the goals and rationale for the research topic along with discussing the purposed methodology. Chapter-2: Literature Review The chapter presents an analysis of phonetics, production of speech sounds, role of accent in pronunciation, difference between English and Spanish pronunciation and academic relevance of the research topic. Chapter-3: Research Methodology The chapter presents an idea over the chosen elements of the methodology in the form of the research philosophy, research approach, modes of data collection, sampling and strengths and limitations of the methodology. Chapter-4: Proposed Framework The chapter presents a proposed framework for teaching English pronunciation to Spanish speakers by including an insight over Spanish language and vowels, learning vowel sounds, contractions and measurable tools in terms of the research being conducted on adult students attending classes at the State University of Guayaquil (Universidad Estatal de Guayaquil). Chapter-5: Conclusion and Recommendations The chapter presents conclusions and recommendations based on the analysis of primary and secondary data embedded with personal observations and understanding. Works Cited AVEXY, P., EHRLICH, S (1992)”Teaching American English Pronunciation”, Oxford Publishers, BERNAUS, M., MASGORET, A., GARDENER, R., & REYES, E. (2004). “Motivation and attitudes towards learning language in multicultural classrooms”. International Journal of Multilingualism, 1(2), 75-89. BOTT, A. (2005). “Computer-aided self-access pronunciation materials designed to teach stress in American English”. Unpublished MA dissertation. Brigham: Brigham Young University BURNS, A. (2003). “Clearly speaking: pronunciation in action for teachers”. National Center for English Language Teaching and Research, Macquaire Universality, Sydney NSW 2109. COE, N. ”Speakers of Spanish and Catalan”, Learner English, Cambridge Publishers:72- 77, 1988. COE, N. in SWAN, M. & SMITH, B (1987) “Learner English: A teacher's guide to interference and other problems”. Cambridge University Press FIELD, J. (2005). “Intelligibility and the listener: The role of lexical stress”. TESOL Quarterly, 39(3), 399-423. FRASER, H. (2000). “Coordinating improvements in pronunciation teaching for adult learners English as a second language”, Department of Education, Training and Youth Affairs, Canberra JENKINS, J. (2002). “A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language”. Applied Linguistics, 23, 83-103 KENWORTHY, J (1987)”Teaching English Pronunciation”, Longman LADEFOGED, P (2000) “Vowels and Consonants: An Introduction to the Sounds of Languages”, Blackwell LADEFOGED, P (2006) “A Course in Phonetics” (Fifth Edition), Boston: Thomson Wadsworth, p. 189. Read More