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 sufficient command of pronunciation (pronunciation errors may result in miscomprehension or misinterpretation), it is of vital importance to emphasize pronunciation at all levels of foreign language teaching.
In this article we analyse the status of pronunciation in Spanish foreign language teaching and its integration in Spanish textbooks. The aim is to explore whether this distinctive and important linguistic component still has a secondary position in relation to other linguistic components. To examine if pronunciation teaching in Spanish textbooks is systematic, we observe 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 with respect to the Common European Framework of Reference for Languages, the Cervantes Institute Curricular Plan, and the descriptive scales for oral communication in international Spanish exams (DELE). Finally, we propose some activities for teaching pronunciation at different levels.


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

DOI: http://dx.doi.org/10.4312/linguistica.57.1.313-330


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

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