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FRICATIVES AND AFFRICATES AS A SOURCE OF PRONUNCIATION ERRORS AMONG KOREAN-SPEAKING LEARNERS OF SPANISH AND PORTUGUESE: INSTRUCTORS’ PERCEPTIONS AND APPROACHES / FRICATIVAS Y AFRICADAS COMO FUENTE DE ERRORES DE PRONUNCIACIÓN ENTRE LOS ESTUDIANTES DE ESPAÑOL Y PORTUGUÉS DE HABLA COREANA: PERCEPCIONES Y ENFOQUES DE LOS INSTRUCTORES
Abstract
This study focuses on the acquisition of Spanish and Portuguese fricatives and affricates by Korean-speaking L2 learners. Spanish, Portuguese, and Korean have varying allophonic varieties of fricatives and affricates, but instructional strategies often do not differentiate them. The main focus of this study is on mispronunciations of fricatives and affricates. The data was gathered through interviews with language instructors teaching Spanish and Portuguese in South Korea. During the interviews, instructors shared their perceptions of the most problematic aspects of pronunciation for Korean learners and provided insights into their classroom pronunciation teaching approaches. Ultimately, the study interprets potential sources of these pronunciation difficulties and discusses the impact of mispronunciations on L2 learners' intelligibility.
Este estudio se centra en la adquisición de fricativas y africadas en español y portugués por parte de estudiantes de L2 de habla coreana. El español, el portugués y el coreano tienen diversas variedades alofónicas de fricativas y africadas, pero las estrategias de instrucción a menudo no las diferencian. El enfoque principal de este estudio está en los problemas de pronunciación de las fricativas y las africadas. Los datos se recopilaron a través de entrevistas con instructores de idiomas que enseñan español y portugués en Corea del Sur. Durante las entrevistas, los instructores compartieron sus percepciones de los aspectos más problemáticos de la pronunciación para los estudiantes de coreano y brindaron información sobre los enfoques de enseñanza de la pronunciación en el aula. En última instancia, el estudio interpreta las fuentes potenciales de estas dificultades de pronunciación y analiza el impacto de las malas pronunciaciones en la inteligibilidad de los estudiantes de L2.
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DOI: http://dx.doi.org/10.46827/ejlll.v7i2.459
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