O papel do ensino de pronúncia no contexto de aquisição de segunda língua.

Abstract

This article is a review of literature on teaching pronunciation in the context of Second Language Acquisition (SLA), departing from the centrality of pronunciation for developing speaking abilities. Firstly, SLA historical frame of methods and concepts are discussed following the main arguments by Paiva (2011), Paiva (2020) and Oliveira (2014); task-based approach is highlighted mainly from Nunan and Ellis‟s works (2004). Then, pronunciation teaching is considered through the works by Silva (2022) and Pinho, Rodrigues & Cabral (2022). They suggest the integration of segmental and suprasegmental features. Direct instruction for teaching pronunciation is highlighted with the support of Lima Jr.‟s arguments (2022) and the role of prosody is taken into account by means of Silva Jr. & Barbosa and Pinho, Rodrigues & Cabral‟s ideas (2022). Lastly, we review some pedagogical implications for pronunciation teaching, emphasizing the importance of exploring speaking micro-abilities as Oliveira (2015) suggests. Pronunciation is central to speakers‟ intelligibility and essential to the autonomy of learners, so it is important that teachers are well versed to explore this aspect of L2.