First Things First: Exploring Spanish Students' Attitudes towards Learning Pronunciation in Australia

Autor/inn/en	Steed, William; Delicado Cantero, Manuel
Titel	First Things First: Exploring Spanish Students' Attitudes towards Learning Pronunciation in Australia
Quelle	In: Language Learning Journal, 46 (2018) 2, S.103-113 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2014.963644
Schlagwörter	Student Attitudes; Pronunciation Instruction; Teaching Methods; Spanish; Second Language Learning; Second Language Instruction; Foreign Countries; Instructional Materials; Student Surveys; College Students; Locus of Control; Spelling; Time Management; Suprasegmentals; Textbooks; Metalinguistics; Australia + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausspracheübung; Teaching method; Lehrmethode; Unterrichtsmethode; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Schülerbefragung; Collegestudent; Schreibweise; Zeitmanagement; Textbook; Text book; Schulbuch; Lehrbuch; Metalanguage; Metasprache; Australien
Abstract	The number of Spanish students in Australia is increasing. This growth coincides with a period of revival in the teaching and learning of pronunciation in the foreign language classroom. However, unlike their peers in the UK and especially in the US, no specific materials are available for Australian students. In order to assist them, the first essential step must be examining their attitudes and beliefs, which is necessary to recognise the ways in which they conceive of learning pronunciation and thus shape further work, as the literature has long established. Therefore, we analyse here the results of an anonymous survey distributed among Australian university students of Spanish. The results show positive attitudes and loci of control towards the subject but also reveal the need for strengthening awareness and a number of tensions where action is still needed in order to ensure adequate pedagogical procedure for pronunciation success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01