¡Rueda la R! Técnicas de terapia del habla para mejorar la pronunciación del español como L2

Belén Reyes Morente; Irene Checa García; Francisco José Manjón Pozas

doi:10.30827/portalin.viXV.33721

Authors

Belén Reyes Morente University of Malaga
Irene Checa García University of Wyoming, USA
Francisco José Manjón Pozas University of Granada (Corresponding author)

DOI:

https://doi.org/10.30827/portalin.viXV.33721

Keywords:

L2 pronunciation, Speech Therapy, Spanish phonetics, vibrant phonemes, articulatory instruction

Abstract

A proficient pronunciation in an L2 can not only improve communication success, but also enhance learners' confidence and proficiency perception. However, L2 phonemes very different from L1 ones are usually challenging. For Spanish /r/, difficult sometimes also for native speakers, speech pathologists have developed intervention techniques potentially applicable to L2 Spanish. This study looked at the effect of transferring these techniques into three groups: beginning, advanced, and study abroad immersion learners. Learners' /r/ pronunciations in three different phonic contexts were recorded before, immediately after, and a few weeks after an adapted speech therapy treatment. For each recording, the number of vibrations and milliseconds per vibration (fluency) were recorded. Repeated measures ANOVA indicate that the effect was significant in all groups and remained stable for number of vibrations but was significant only in the immersion group for fluency. Differences according to r position were also found.

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Author Biographies

Belén Reyes Morente, University of Malaga

FPI predoctoral researcher and PhD candidate in the area of General Linguistics at the University of Málaga. She undergraduated in Language and Literatures at the University of Alicante. She continued her training at the University of Granada with a Master's in Teaching Spanish as a Foreign Language. Later, she was awarded a two-year Graduate Teaching Assistantship in the University of Wyoming (USA). Currently at the University of Málaga, her research areas include variationist sociolinguistics, acoustic phonetics, sociophonetics, and corpus linguistics.

Irene Checa García, University of Wyoming, USA

Irene Checa Garcia is Associate Professor at Department of Modern And Classical Languages (University of Wyoming) and she specializes in Hispanic Linguistics, using a usage-based approach for its study. In addition, she has collaborated with people in other disciplines, such as communication disorders and spatial statistics. She is currently the director of the Linguistics Lab at Hoyt. Her research interests include functional motivations for grammar, pragmatics and grammar interface, corpus linguistics, conversation analysis.

Francisco José Manjón Pozas, University of Granada (Corresponding author)

Associate Professor at the Department of General Linguistics at UGR, member of the research group Typological and Experimental Linguistics, and researcher in seven research national I+D projects. With 30 years of experience in general linguistics and Spanish as a foreign language (ELE) at both undergraduate and postgraduate levels, he has supervised three doctoral dissertations and held visiting positions at Georgia Tech (USA), UCLA and USC (USA) and UNAM (Mexico). Fields of interest: lexical typology, contrastive lexicology, phraseology, and language teaching.

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