O ensino de pronúncia nas aulas de espanhol no Colégio Pedro II – crenças e práticas docentes.

Abstract

The present paper aims at analyzing the treatment given to pronunciation in Spanish classes at Colégio Pedro II. In order to do so, for a qualitative application, the teachers of the school were given a questionnaire whose content consisted of questions related to their beliefs concerning the importance of pronunciation in communication, their vocational training and their pedagogical practice. The teachers acknowledge the importance of pronunciation for effective communication. However, when it came to their vocational training, not all of them had studied phonetics and phonology, and some of them believe that what they did study was insufficient. Therefore, not all of them feel they are prepared for developing the content (pronunciation) which is generally only tackled when students read texts aloud in class. It is important to highlight that some teachers regard pronunciation as the oral practice for itself. Due to the deficiencies teachers said to have in their vocational training, continuing education activities that can fill these gaps and reverse the situation in order to favor a content that is crucial for oral communication are of utmost importance.