Teaching pronunciation in Spanish/FL A1–B2 textbooks

Marjana Šifrar Kalan


The principal aim of learning a foreign language is successful communication. Given that a good communicative competence cannot be reached without a sufficient command of pronunciation because it can lead into miscomprehension or misinterpretation, we understand that it is of vital importance to teach pronunciation on all levels of foreign language learning.
In this article we analyse the position of pronunciation within the Spanish foreign language teaching in general and in Spanish textbooks in particular to find out if this distinctive and important linguistic component still has a secondary position in relation to other linguistic components. We try to verify if pronunciation teaching is systematic in Spanish textbooks by observing the following elements: a) the order of teaching and practicing sounds, word stress and intonation; b) the typology of exercises; c) the (self-)evaluation of pronunciation. In addition, the phonological competence is analysed in the Common European Framework of Reference for Languages, in the Cervantes Institute Curricular Plan, and in the descriptive scales for oral communication in international Spanish exams (DELE). At the end we propose some activities for teaching pronunciation on different levels.


Spanish as a foreign language, phonological competence, teaching pronunciation, Spanish textbook analysis

DOI: http://dx.doi.org/10.4312/linguistica.57.1.%25p


  • There are currently no refbacks.

Copyright (c) 2017 Marjana Šifrar Kalan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Ljubljana University Press, Faculty of Arts
(Znanstvena založba Filozofske fakultete Univerze v Ljubljani) 

Print ISSN: 0024-3922
Online ISSN: 2350-420X