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In this chapter, we explore the challenges in teaching and learning Spanish pronunciation from an instructor training perspective and provide suggestions. With an increased focus on teaching pronunciation, there exists a call for adequate teacher training in this area. We examine existing literature about different aspects affecting teachers’ attitudes, beliefs, and practices toward teaching Spanish pronunciation. Examples are drawn from countries with a long tradition of Spanish studies, such as the United States or the United Kingdom, and from countries where the study of Spanish is more recent, such as Australia or Asian countries. The final part of the chapter is devoted to suggestions about resource development, student awareness-raising, and the integration of pronunciation at all levels.

This chapter explores the challenges in teaching and learning Spanish pronunciation from an instructor training perspective and provides suggestions. With an increased focus on teaching pronunciation, there exists a call for adequate teacher training in this area. The authors examine existing literature about different aspects affecting teachers' attitudes, beliefs, and practices toward teaching Spanish pronunciation. Examples are drawn from countries with a long tradition of Spanish studies, such as the United States and the United Kingdom, and from countries where the study of Spanish is more recent, such as Australia and Asian countries. The final part of the chapter, including the Appendix, is devoted to suggestions about resource development, student awareness-raising, the integration of pronunciation at all levels, and ways teachers can reflect on their experiences and continue to learn.

Despite previous studies on Eastern Andalusian Spanish, interest in this geolect boomed only after the theory of vowel doubling was posited for this variety of Spanish. According to this theory, in Eastern Andalusian Spanish, vowels preceding /s/ aspiration or deletion change their quality and, as a result, carry the semantic function of /s/. Since then, many researchers have studied the vowel and consonant systems of this variety of Spanish and the phoneticphonological debate is still ongoing. This article reviews the main studies on Eastern Andalusian Spanish pronunciation between 1881 and 2016, comparing the different findings in that period and summarising them chronologically. The article finishes with an outline of widely accepted and debated features of Eastern Andalusian Spanish in order to identify future lines of research.

Language teachers agree that the phonetic/phonological distance between a learner’s L1 and L2 is of vital importance in mastering the sounds of the L2; however, no attention is given to the phonetic/phonological distance between the regional variety of the speaker’s L1 and the L2. After comparing linguistic peculiarities of English, and of Welsh English in particular, with Castilian Spanish, the author proceeds to study the interlanguage of advanced students of Spanish from Wales. This helps to explain positive and negative transfer from this variety of English into Spanish and assists in producing a catalogue of the interferences to be corrected. Finally, using coarticulatory processes, the author presents a list of exercises to eliminate some of the interferences found in Welsh learners of Spanish. A descriptive analysis of the learners’ interlanguage shows that the phonetic/phonological distance between the regional variety of the speaker’s L1 and the L2 is what will influence this learning process the most.

In this article I will be looking at ways of using films to enhance students’ language comprehension, following on from the How do you…? section in the previous issue of Vida Hispánica, -henceforth Herrero de Haro (2013)-.

The complete resource for studying Réquiem por un campesino español, specifically tailored to the A Level exams. A thorough yet accessible page-by-page analysis of the entire short novel, with ready-to-use research tasks, worksheets, analysis and practice exam questions. Students will know the text inside out and be fully prepared for the speaking and writing exams. •Special sections on: Los personajes principales, Temas, Recursos estilísticos, símbolos y escenas importantes •Worksheets cover translation skills, grammar and language. By studying grammar and vocabulary in the context of the novel, students develop language skills directly relevant to the exam. •Exam-style essay and oral questions provide perfect exam preparation, with a complete sample essay included!

This resource has been written to offer teachers and students of AQA A2 Spanish the opportunity to practise listening skills in a context that improves exam technique, allowing students to revise the content introduced in lessons and to familiarise themselves with the types of questions that have been used so far in the AQA A2 Spanish exams.

Many teachers, and I have been one of them, treat listening skills as something that is innate and that can be neither learnt nor taught. That is, as something that students either can or cannot do, and as something that teachers have no control over. However, trial and error in lessons has shown me how, irrespectively of students’ level in the L2, there are certain things that we can teach students to make them better listeners and to help them understand how to improve their (foreign) language comprehension. The starting point will be preventing our students from being passive listeners, (those who just sit down and receive language input), and instead helping them become active listeners, (those who will listen and use certain tools to process language and to maximise the amount of language they understand).

This paper deals with the teaching of Spanish pronunciation to Irish students. If we want learners to achieve a good command of the sounds of Castilian Spanish, we must focus on the phonetic/phonological distance between English and Spanish; however, it is the phonetic/phonological distance between the regional variety of the L1 of the speaker and Castilian Spanish (the variety that we adopt as the target model) that will have the biggest influence in this learning process. After comparing linguistic peculiarities of the English language (RP), and of the variety of the Republic of Ireland, with those of Castilian Spanish, we proceed to analyse the interlanguage of Irish learners and we study in it the positive and negative phonetic/phonologic transferences. Finally, we propose exercises based on coarticulatory processes to correct these interferences.

This paper deals with the teaching of Spanish pronunciation to Irish students. If we want learners to achieve a good command of the sounds of Castilian Spanish, we must focus on the phonetic/phonological distance between English and Spanish; however, it is the phonetic/phonological distance between the regional variety of the L1 of the speaker and Castilian Spanish (the variety that we adopt as the target model) that will have the biggest influence in this learning process. After comparing linguistic peculiarities of the English language (RP), and of the variety of the Republic of Ireland, with those of Castilian Spanish, we proceed to analyse the interlanguage of Irish learners and we study in it the positive and negative phonetic/phonologic transferences. Finally, we propose exercises based on coarticulatory processes to correct these interferences., Este artículo reflexiona sobre la enseñanza de la pronunciación a estudiantes irlandeses de ELE. Si queremos que estos aprendices consigan un buen nivel de dominio fonético, debemos fijarnos en la distancia fonético-fonológica inglés-español; sin embargo, es la distancia entre la región dialectal del hablante y el español (variedad que se ofrece realmente como modelo productivo) la que más influirá. Tras la comparación de las particularidades del inglés (RP) y del geolecto de la República de Irlanda con las del español (castellano), se analiza la interlengua de aprendices irlandeses y se estudian las transferencias positivas y negativas. Al final se aportan ejercicios de fonética combinatoria para corregir las interferencias.

Teaching Spanish phonetics to Scottish and Northern Irish speakers. This paper deals with one of the most frequently forgotten areas in the teaching of Spanish as a foreign language: pronunciation. The phonetic/phonological distance between the L1 and the L2 of the learners is of paramount importance to master the sounds of the L2; however, it is the phonetic/phonological distance between the dialectal region of the speaker's L1 (DR1) and the L2 of the speaker that will have the biggest influence in this learning process. After comparing linguistic peculiarities of the English language in general, and of the Scottish and Northern Irish variety in particular, with those of Castilian Spanish, we proceed to analyse the interlanguage of students of Spanish from Scotland and Northern Ireland. This enables us to understand the positive and negative transferences and assist us in creating a catalogue of the interferences to be corrected. Finally, to eliminate the interferences present in speakers of this regional variety of British English, we present a list of exercises based on coarticulatory processes.

The complete resource for studying La Casa de Bernarda Alba, specifically tailored to the A Level exams. A thorough yet accessible analysis of the entire play, with ready-to-use research tasks, worksheets, analysis and practice exam questions. Students will know the play inside out and be fully prepared for the speaking and writing exams.

We all know that to teach pronunciation ELE is important to consider the learner's L1, but what is even more important is the variety of L1 of the learner, his accent in that language. In my paper will discuss how speakers of different parts of the UK and Ireland have different problems when learning the pronunciation of Castilian, showing the need to move away from the traditional position in which it is assumed that all English speakers will the same problems when pronouncing the sounds of Spanish. Finally, we give some oral exercises for speakers of different dialect regions of the United Kingdom and Ireland, in order to meet the particular needs that speakers of each dialect region presented.

The nasality is an element that we constantly reproduce unconsciously in Spanish. Spanish speakers ignore, in the majority of cases, the importance of a phenomenon of our language which has different purposes, such as providing naturalness and continuity to the audio sequence and even, in certain regional varieties, exercises a function of discrimination between words (phonemes); This occurs, for example, in the Albaicín, a neighborhood of Granada where tends to neutralize/n/in absolute final position and the nasality of the vowel is what allows you to discriminate between has / have, yes / no, etc. In this experiment we have studied the nasality in Spanish in order to know although it is perceived and are not aware of it, or if on the contrary it is not perceived and we pronounced it by mere coarticulation. Thus, we studied also change of nasality are more sensitive, if the nasalization of vowels oral or nasal vowels desnasalization.

This resource contains three practice papers. For each paper there is a CD, a mark scheme and the transcripts for the passage for the listening exercies. These practice papers have been written to help you and your students prepare for the examination for Unit 3 of the AQA A2 Spanish specification for teaching from September 2009. AQA A2 Spanish Practice Exam Papers 3 practice papers for Unit 3 and four papers for Unit 4, covering all 4 skills: speaking, listening, reading and writing. Everything you need: •Write-on papers which look like the real exam papers •Audio CD and Transcripts of listening exercises •Answers and mark schemes

This resource contains three practice papers. For each paper there is a CD, a mark scheme and the transcripts for the passages for the listening exercies. These practice papers have been written to help you and your students prepare for the examination for Unit 1 of the AQA AS Spanish specification for teaching from September 2008. AQA AS Spanish Practice Exam Paper 3 practice papers for each of Unit 1 and Unit 2, covering all 4 skills: speaking, listening, reading and writing. Everything you need: •Write-on papers which look like the real exam papers •Audio CD and Transcripts of listening exercises •Answers and mark schemes