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Full-Text Articles in Phonetics and Phonology
En Busca Del Diamante: Using Tasks To Mitigate Word Reduction In Spoken Learner Spanish, Sergio Ruiz-Pérez, Lorena Alarcón, Avizia Long
En Busca Del Diamante: Using Tasks To Mitigate Word Reduction In Spoken Learner Spanish, Sergio Ruiz-Pérez, Lorena Alarcón, Avizia Long
Faculty Publications
A common feature of second language Spanish, particularly in the case of native English-speaking learners, is to shorten or reduce segments within words (Schwegler & Kempff, 2007). This is particularly noticeable with multi-syllabic words (e.g., ingeniería, floristería, cafetería), and mispronunciations during second language interaction influence speech intelligibility. To address this pronunciation challenge and provide learners with opportunities for practice of words that demonstrate this reduction, we designed a two-way information gap task to draw learners' attention to these words in second language Spanish interaction. We specifically used principles of task-based language teaching and learning (e.g., Ellis, 2009; M. H. Long, …
¿Vera O Verra? Using Principles Of Task-Based Language Teaching To Practice Spanish Rhotics, Avizia Long
¿Vera O Verra? Using Principles Of Task-Based Language Teaching To Practice Spanish Rhotics, Avizia Long
Faculty Publications
Research on task-based language teaching and learning has demonstrated that tasks may encourage second/foreign language development, specifically by facilitating conditions believed to engage processes that are important for second language acquisition to occur (Robinson, 2011; Skehan, 2014). Recent studies conducted by Solon, Long, and Gurzynski-Weiss (2014, 2015) have demonstrated that tasks designed to make pronunciation task essential do encourage learner attention to pronunciation, and increasing task complexity leads to greater accuracy in the production of the Spanish vowels [o] and [u]. This micro-teaching lesson, inspired by Solon et al., will showcase a task designed to make the pronunciation of the …