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dc.contributor.authorLamers, Amber
dc.contributor.authorSanchez Rodriguez, Marely
dc.contributor.authorVarela-García, Fabiola
dc.contributor.authorGoodman, Jeffrey A.
dc.descriptionColor poster with text and charts.en_US
dc.description.abstractThis quasi-experimental research study reports on the significance multimodal explicit, communicative, and standard teaching methodologies have on learning Spanish pronunciation in 94 English native speaking adults across seven sections of Spanish Phonetics and Pronunciation at UW-Eau Claire in the fall and spring semesters of 2019-2020. Our hypothesis is that all students will show progress by the end of semester, regardless of instruction type; however, those learning under the explicit instruction will experience the greatest gains. Our research goals are to improve course outcomes for students in 300 level Spanish Phonetics & Pronunciation classes and contribute to the discussion in second language pronunciation pedagogy. Our expectation is not for students to reach a native-like accent, but to ensure that learners are aware of the importance of reducing the effects of their L1 pronunciation.en_US
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programsen_US
dc.relation.ispartofseriesUSGZE AS589;
dc.subjectLanguage and languages--Pronunciation--Study and teachingen_US
dc.subjectSpanish language--Pronunciation by foreign speakersen_US
dc.subjectDepartment of Languagesen_US
dc.titleTeaching Methodologies in L2 Spanish Phonetics : Segmentals and Suprasegmentals in Word and Sentence Reading Stylesen_US

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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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