Consciência dos sons aproximantes [ß̞] E [ð̞] no ensino-aprendizagem de espanhol como língua adicional.

Abstract

This research presents a study focused on the phonological awareness of the approximant sounds [ß̞] and [ð̞] for the teaching and learning of Spanish as an additional language. This investigation was motivated by the initial observation that Spanish teachers in training, within the Brazilian context , did not have explicit knowledge of the allophones [ß̞] and [ð̞], suggesting the need for a more in-depth investigation into this matter. The aim of the present study is to understand how the phonological awareness of these trainee teachers functions, in order to contribute to the development of strategies for teaching these approximant allophones. To achieve this, the study draws on the theoretical frameworks of phonological awareness proposed by Alves (2009), Da Silva and Da Silva (2018), and De Souza (2021), as well as the phonetic phonological characterization of the allophones analyzed by Oliveira (2019). The results of this research show that 50% of the words pronounced by the participants indicate a tacit knowledge of the allophones ; however, this does not correlate concisely with their oral comprehension . It is expected that , based on the results obtained , Brazilian trainee teachers will become aware of the phonetic aspects of the allophones [ß̞] and [ð̞] and will aim to teach them in detail, contributing to the development of students' productive phonetic skills.