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Index
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
Notes on contributors
Acknowledgments
Introduction
PART I: The sound system of Spanish
1 Description of Spanish vowels and guidelines for teaching them
2 Pronunciation in the L2 Spanish classroom: the voiceless stops /p, t, k/
3 Suggestions for teaching Spanish voiced stops /b, d, ɡ/ and their lenited allophones [β̞, ð̞, ɣ̞]
4 A theoretical framework in the acquisition and teaching of fricatives to L2 learners of Spanish
5 Issues in the teaching of Spanish liquid consonants
6 The polymorphism of Spanish nasal stops
7 Incorporating syllable structure into the teaching of Spanish pronunciation
8 Improving non-native pronunciation: teaching prosody to learners of Spanish as a second/foreign language
PART II: Pedagogical challenges and suggestions for the classroom
9 Spanish pronunciation and teaching dialectal variation
10 Incorporating technology into the teaching of Spanish pronunciation
11 Navigating orthographic issues in the teaching of Spanish pronunciation
12 The role of perception in learning Spanish pronunciation
13 An analytical approach to teaching Spanish pronunciation to native speakers of German: first language and age of first exposure as crucial factors
14 Teaching pronunciation to Spanish heritage speakers
15 Spanish pronunciation and teacher training: challenges and suggestions
Glossary
Index
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