Análise de desvios fonético-fonológicos em professores de espanhol em formação

Abstract

This study aims to discuss the phonetic-phonological deviations of Spanish teachers in training, focusing on those resulting from the articulation of the /r/ single tap, /r/ multiple tap, and the vowel phonemes /e/ and /o/, using an action research approach. The similarity between Portuguese and Spanish facilitates learning but also causes interference, leading to pronunciation issues, such as "Portuñol." The research addresses difficulties in the articulation of phonemes, intonation, and prosody, identifying the main challenges faced by teachers in training. The theoretical framework is mainly based on Selinker (1972), Masip (1998), Quilis (2002), Oliveira and Paiva (2014), and Larsen-Freeman and Cameron (2008). From a methodological perspective, we present a didactic sequence proposal to work with these phonemes in order to minimize the problems that Spanish teachers as foreign language learners face during their training. Finally, we aim to share methodological strategies to correct these deviations and promote more efficient teaching practices, offering insights to improve foreign language teaching and contributing to teacher education, focusing on learners' fluency and intelligibility.