FUNDACION UNIVERSITARIA IBEROAMERICANA – FUNIBER
MASTER’S DEGREE IN LINGUISTICS APPLIED TO THE TEACHING OF ENGLISH AS
A FOREIGN LANGUAGE - UNIATLANTICO
ASSIGNMENT ON FP005 – TEACHING PRONUNCIATION
Name and surname(s):
Amalia María del Pilar Piscoya Espinoza
Arlindo João Catchongo Caiombe
Kênia Duarte Machado
Group:
FPMTFL_2023-06
Date:
June 2024
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INDEX
INTRODUCTION .............................................................................................................. 3
PROBLEM 1.................................................................................................................. 4
PROBLEM 2.................................................................................................................. 6
BRINTON‟S VARIABLES .............................................................................................. 9
ADDRESSING THE CHALLENGES .............................................................................. 9
CONCLUSION .................................................................................................................11
BIBLIOGRAPHY ..............................................................................................................12
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In language learning and pronunciation, the concept of 'transfer' is not just a concept but a
pivotal one. It delineates how an individual's native language can influence their capacity
to learn and produce sounds in a new language. This influence can permeate various
aspects of language, encompassing pronunciation patterns and articulatory habits. For
instance, when learning English, individuals may inadvertently import phonetic features
from their native language, impacting their pronunciation of English sounds. This transfer
effect can manifest at different language levels, from sound production to word
pronunciation and grammar. Identifying and understanding this transfer is a critical
juncture in the language learning journey, as it equips learners to comprehend and
surmount the challenges they may encounter in pronunciation.
For Spanish speakers, learning a new language like English often involves a shared
experience of unintentionally transferring pronunciation patterns from their native
language. This common thread can be particularly challenging, as Spanish speakers may
struggle to produce certain English sounds. The transfer of phonetic features from the
native language to the new language, a process known as 'interference ', can significantly
impact the learner's ability to pronounce words accurately. This interference, a frequent
hurdle for Spanish speakers learning English, can be exemplified by their difficulty in
differentiating between the English sounds /θ/ and /ð/due to their absence in Spanish,
leading them to rely on pronunciation habits from their native language.
Understanding the concept of transfer is not just a key but a potent tool that can unlock
the potential of language learners. It's a knowledge that not only informs but empowers
learners to identify and address potential pronunciation challenges that stem from the
influence of their native language on acquiring sounds in the new language. By
recognising transfer patterns, learners can take control of their learning journey and
collaborate with their instructors to design targeted instruction and practice activities.
These personalised approaches can be instrumental in overcoming pronunciation
difficulties and refining their ability to accurately produce sounds in the new language,
thereby bolstering their confidence in their language-learning journey.
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TRANSFER PROBLEMS FOR SPANISH SPEAKERS WHO ARE ENGLISH LEARNERS
Two prevalent phonological transfer issues Spanish-speaking individuals encounter when
acquiring English, particularly during adolescence, are segmental.
The concept of "segmental transfer" pertains to the impact of the phonetic and
phonological attributes of one's native language on the pronunciation of a second
language. In the context of Spanish speakers acquiring English proficiency, segmental
transfer may manifest in various forms. An illustrative instance of segmental transfer for
Spanish speakers learning English is as follows:
PROBLEM 1
Vowel Sounds: /ɪ/ vs. /iː/
Cause: Phonemic Differences
The set of phonemes consists of two categories: “vowel sounds and consonant sounds.
Single vowel sounds may be short (like /ɪ/, as in hit) or long (like /i:/, as in heat). The
symbol /ː/ denotes a long sound” (Kelly, 2000, p.10).
Description: In English, there is a distinction between the short vowel /ɪ/ as in "bit" and the
long vowel /iː/ as in "beat." Spanish, however, has only one vowel sound similar to the
English /iː/ (as in "sí").
Transfer Issue: Spanish speakers might pronounce both "bit" and "beat" with a long /iː/
sound, leading to confusion between words like "ship" and "sheep, or even “shit” and
sheet" causing very embarrassing problems.
Explanation: The lack of a short /ɪ/ sound in Spanish means learners might default to the
closest equivalent, resulting in incorrect vowel length and potentially affecting
comprehension.
Phonetic Similarity: The sounds /ɪ/ and /iː/ are acoustically similar and differ primarily in
duration. The short vowel /ɪ/ is found in words like "sit" or "bit," while the long vowel /iː/ is
found in words like "seat" or "beet." The subtle distinction in length can be challenging for
Spanish learners to perceive and produce accurately. English distinguishes between the
high front tense vowel /iː/ (as in "beat") and the high front lax vowel /ɪ/ (as in "bit").
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Spanish, however, lacks the lax vowel /ɪ/ and only has a high front vowel /i/ (similar to the
English /iː/).
Transfer from Spanish Phonology: Spanish vowels are generally more consistent in
pronunciation compared to English vowels, which can vary based on stress, position in a
word, and surrounding sounds. Spanish learners may apply the consistent vowel
pronunciation rules from their native language to English, leading to difficulties in
mastering the nuanced vowel sounds of English, including /ɪ/ and /iː/. Spanish speakers
are not accustomed to distinguishing vowel length and quality like English speakers. This
absence in their phonemic inventory leads them to substitute /ɪ/ with /iː/ because they
perceive both as similar high-front vowels. Spanish learners of English may experience
confusion between the sounds /ɪ/ and /iː/ due to the differences in the vowel systems of
the two languages. Here are some reasons why this confusion may occur:
Spanish has a relatively small number of vowel sounds compared to English. Spanish has
five vowel sounds (/a/, /e/, /i/, /o/, /u/), while English has a more enormous vowel inventory
with more subtle distinctions between sounds. The close front vowels /ɪ/ and /iː/ in English
may not have direct equivalents in Spanish, making it challenging for Spanish learners to
differentiate between them.
Spanish does not distinguish between contrastive vowel lengths like English. In English,
vowel length can change the meaning of words (e.g., "bit" /bɪt/ vs "beat" /biːt/). Spanish
learners may struggle to accurately perceive and produce this length difference, leading to
confusion between /ɪ/ (short) and /iː/ (long).
To address this confusion, Spanish learners of English can benefit from focused practice
on minimal pairs, listening exercises, and phonetic drills to improve their discrimination
and production of the /ɪ/ and /iː/ sounds. By raising awareness of the differences in vowel
quality and length between these sounds, learners can enhance their pronunciation
accuracy and intelligibility in English.
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/iː/ long
/ɪ/ short
“The front of the tongue is slightly behind “The part of the tongue slightly nearer the
and below the close front position. (The centre is raised to just above the half-close
„close‟ position is where the tongue is position (not as high as in /iː/). The lips are
closest to the roof of the mouth.) Lips are spread loosely, and the tongue is more
spread. The tongue is tense, and the sides relaxed. The sides of the tongue may just
of the tongue touch the upper molars.” touch the upper molars.” (Kelly, 2000, p.
(Kelly, 2000, p. 39)
39)
PROBLEM 2
/θ/ and /ð/ Sounds. Example: /θ/ as in "think" and /ð/ as in "this"
Cause: Lack of Dental Fricatives in L1
Fricatives occur when two vocal organs come close enough together for the movement of
air to be heard between them. (Kelly, 2000, p. 58).
Description: Spanish learners of English often encounter challenges with the sounds /θ/
and /ð/ due to the absence of these sounds in the Spanish language. English has the
voiceless dental fricative /θ/ and the voiced dental fricative /ð/. Spanish lacks these
sounds; it has /s/ and /d/ or /t/ sounds. Here are some reasons why these sounds can be
problematic for Spanish speakers:
Transfer Issue: Spanish speakers might replace /θ/ with /t/ or /s/ and /ð/ with /d/, leading to
pronunciations like "tink" for "think" and "dis" for "this."
Phonetic Terms: English contains both the voiceless dental fricative /θ/ (as in "think") and
the voiced dental fricative /ð/ (as in "this"). This substitution occurs because Spanish
speakers rely on the closest sounds available in their native language. The absence of
dental fricatives in Spanish makes it challenging to produce these sounds accurately in
English. Spanish has no interdental fricatives /θ/ and /ð/in phonetic inventory. As a result,
Spanish speakers may not have prior exposure to or experience producing these sounds,
making them difficult to master in English. Spanish speakers may substitute /θ/ and /ð/
with sounds closer to their native phonetic inventory. For example, the sound /s/ or /t/ may
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substitute for /θ/, and /d/ or /z/ for /ð/. This substitution can lead to mispronunciations and
difficulties distinguishing words that rely on the correct production of /θ/ and /ð/.
Phonological Terms: When encountering unfamiliar sounds, Spanish speakers rely on the
closest phonemes in their native language. The absence of /θ/ and /ð/ in the Spanish
phonemic inventory leads to the substitution of these sounds with /t/ or /s/ (for /θ/) and /d/
(for /ð/), as these are the nearest equivalents in Spanish.
Spanish learners may struggle to perceive the subtle difference between /θ/ and /ð/ in
English words. Since these sounds are not phonemic in Spanish, learners may have
limited exposure to distinguishing between them, leading to confusion in both
comprehension and production.
The sounds /θ/ and /ð/ can vary in their positions within words in English, which adds
another layer of complexity for Spanish learners. For example, /θ/ is commonly found at
the beginning of words (e.g., "think"), while /ð/ can occur at the beginning (e.g., "this") or
middle (e.g., "mother") of words. Mastering the correct placement of these sounds can be
challenging for Spanish speakers.
The problem with the sounds /θ/ and /ð/ for Spanish learners of English is indeed related
to the dental fricative nature of these sounds. The sounds /θ/ and /ð/ are known as
interdental fricatives because they are produced by placing the tongue tip between the
upper and lower front teeth, creating a frictional airflow.
These specific interdental fricatives (/θ/ and /ð/) do not exist as phonemes in Spanish.
Spanish speakers are more accustomed to alveolar fricatives like /s/ and /z/, produced by
the tongue against the alveolar ridge behind the upper front teeth. As a result, Spanish
learners may find it challenging to make the interdental fricatives correctly due to the
unfamiliar articulatory position required for these sounds.
The articulation of interdental fricatives (/θ/ and /ð/) involves a precise placement of the
tongue that differs from the articulation of other fricatives found in Spanish. Spanish
speakers may struggle with the motor coordination needed to position the tongue correctly
for these sounds, leading to difficulties in accurately producing /θ/ and /ð/ in English
words.
Furthermore, the lack of exposure to these sounds in the Spanish language can contribute
to the perceptual challenges Spanish learners face when distinguishing between words
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containing/θ/ and /ð/. The absence of these sounds in the Spanish phonetic inventory
makes it harder for learners to perceive and produce them accurately in English.
Therefore, the dental fricative nature of /θ/ and /ð/ plays a significant role in the difficulties
experienced by Spanish learners of English with these sounds, both in terms of
articulation and perception. Targeted practice and awareness of the articulatory
differences between alveolar and interdental fricatives can help Spanish learners improve
their English pronunciation of /θ/ and /ð/.
To address these challenges, Spanish learners of English can benefit from targeted
pronunciation practice focusing on the correct articulation of /θ/ and /ð/, minimal pair
exercises to contrast these sounds, and feedback from instructors or speech therapists.
By raising awareness of articulatory differences and providing opportunities for focused
practice, learners can improve their ability to produce and differentiate between /θ/ and /ð/
in English pronunciation.
In brief, these examples underscore how a learner's native language phonological rules
can impact their pronunciation when learning a second language. By recognising these
transfer challenges, educators can devise tailored strategies to aid Spanish-speaking
learners in enhancing their English pronunciation, such as offering explicit instruction on
vowel length, practising consonant clusters, and reinforcing dental fricatives. These
phonetic and phonological distinctions underlie Spanish speakers' difficulties when
learning English pronunciation and elucidate their specific transfer challenges.
/θ/ as in "think"
/ð/ as in "this"
“Dental sounds. The tongue tip makes light contact with the back „of the top, front teeth.
Or, tongue tip may protrude between upper and lower teeth. The soft palate is raised. /θ/
is unvoiced and fortis. /ð/ is voiced and lenis. /ð/ is devoiced at the end of a word. As in...
think, the, bath, bathe, mathematics, father.” (Kelly, 2000, p. 58)
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BRINTON’S VARIABLES
1. Learner Variables: The target learners are native Spanish speakers who are 15 years
old and above. They exhibit diverse learning styles and possess an A2 proficiency level in
the target language. Their goal is to get a B2 level.
2. ⁠Setting variables: Language Centre of the “Universidad Nacional Tecnológica de Lima
Sur” in Peru
3. When considering institutional variables, it's important to note that most students are
from national schools where the maximum English proficiency level required is A2.
4. Linguistic Variables: Recognising that every student in the class has Latin American
Spanish as their first language is essential. This fact may impact their language
acquisition and comprehension of the new language.
5. ⁠Methodological variables: The methodology applied to these students is eclectic.
However, there is an inclination towards grammar-translation. The book is “English File”
from OUP, the British version.
Brinton's variables are crucial factors that can significantly impact the teaching and
learning of pronunciation. Considering these variables is essential when designing
pronunciation instruction and grasping learners' difficulties.
ADDRESSING THE CHALLENGES
1. Vowel Sounds: /ɪ/ vs. /iː/
Problem: Spanish speakers might pronounce "bit" and "beat" with a long /iː/ sound.
Activity 1: Use listening activities that include minimal pairs and sentences contrasting /ɪ/
and /iː/ (e.g., "bit" vs "beat," "ship" vs "sheep"). Brinton‟s Variables suggests Emphasizing
Context and Communicative Function by using recordings from real-life scenarios where
these contrasts are crucial for understanding.
Activity 2: Explain the tongue position and duration difference between /ɪ/ and /iː/. Use
visual aids like diagrams of the mouth and IPA symbols. Brinton‟s Variables suggests
Focusing on Form by clearly articulating the phonetic characteristics of each sound.
Activity 3: Conduct pronunciation drills with minimal pairs, then move to communicative
practice, where students use these words in sentences. Brinton‟s Variables suggests
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Integrating Discourse by having students create short dialogues or stories using target
words, ensuring practice in a meaningful context.
2. /θ/ and /ð/ Sounds
Problem: Spanish speakers might replace /θ/ with /t/ or /s/ and /ð/ with /d/.
Activity 1: Provide listening activities focusing on words containing /θ/ and /ð/, including
native speakers using these sounds in various contexts. Brinton‟s Variables: Ensure
Context by using clips from everyday interactions where these sounds are familiar.
Activity 2: Explain the production of /θ/ and /ð/ as dental fricatives. Use diagrams to show
the tongue position relative to the teeth. Brinton‟s Variables: Highlight Form by comparing
these sounds with their Spanish equivalents and discussing their roles in English
pronunciation.
Activity 3: Practice with minimal pairs (e.g., "think" vs "sink," "this" vs "dis"). Move to
interactive speaking tasks where students need to use these sounds correctly in context
(e.g., describing a list of things they need for a project). Brinton‟s Variables: Emphasize
Communicative Function and Discourse by incorporating these sounds into practical
communication tasks.
All in all, Krashen & Terrel (1983:94) states the following:
“Another mistaken belief, in our opinion, is that students must achieve
native-like pronunciation skills to be successful. Only language instructors
set such difficult standards since native speakers never expect foreigners
to speak their language without an accent. The native speaker adopts more
realistic expectations: the acquirer should pronounce in a fashion which is
understandable without an extraordinary effort by the native speaker. Nor
should the acquirers‟ pronunciation be overly irritating or distracting, but
these requirements are a far cry from the “perfection” demanded by many
language instructors.”
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In conclusion, it is essential to emphasise the significance of good pronunciation in
effective communication and its role in enhancing students' communicative competence.
As such, teachers should meticulously plan their lessons to provide students with a strong
foundation in pronunciation, which necessitates extensive practice and accurate output.
Furthermore, the pronunciation of a new language should not be a barrier for speakers of
other languages. In this course, we, as the facilitators of the language learning process,
must consider all the five variables proposed by Brinton. In addition, classroom activities
should be engaging and innovative to supplant traditional methods. Hence, teachers are
regarded as the primary and reliable sources for students to seek assistance and
guidance. Mastering these factors will significantly enhance learners' pronunciation skills,
bolstering their confidence in articulating words accurately and proficiently.
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Jenkins, J. (1998): “Which pronunciation norms and models for English as an International
language?”. In ELT Journal 52/2, pp.119 -126
Kelly, G. (2000). How To Teach Pronunciation. Essex: Pearson Education Limited
Krashen, S & Terrel, R. (1983). The Natural Approach – Language Acquisition in the
Classroom. Oxford: Pergamon Institute.
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