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What ’s Phonetics Got to Do with Language Teaching? DESIGN OF THE STUDY

المؤلف:  Amy E. Gregory

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P204-C12

2026-08-29

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What ’s Phonetics Got to Do with Language Teaching?

DESIGN OF THE STUDY

Terrell and Salgués de Cargill (1979) provided the course content for the introductory course, part one of data collection. The book was chosen because it was at the time the only available balanced and streamline presentation of grammar concepts for the future teacher of Spanish that was written in Spanish (We had to overlook the fact that its specific audience was the L1 English speaker learning Spanish in order to teach Spanish to other English L1 speakers.) Abandoned was the book that presented a linguistic survey for the future linguist as opposed to the future teacher. Terrell and Salgués de Cargill (1979) is organized around the phoneme as the smallest unit of meaning. It dedicates Chapter One to the sounds of Spanish and Chapter Two to phonologic processes. As part of Chapter One, the participants were required to study the building blocks of articulatory phonetics: point and mode of articulation, voiced versus voiceless sounds, vowels and consonants, semi-vowels and semi-consonants and in addition to all of the above, accentuation, rhythm and intonation. Chapter Two includes what actually happens with these aspects of production in spontaneous speech, for example, assimilation of /n/ to the point of articulation of the following consonant, fricativization (softening) of certain intervocalic occlusives (/b, d, g/), assimilation of voiceless alveolar fricative /s/ to a successive voiced consonant producing the voiced allophone [z], reinforcement of semi-consonants to occlusive and regional variation. The present study has as its goal to discover evidence that the novice teachers had assimilated the information by demonstrating its application in teacher tasks. Thus the second course in the series served as a testing ground for the ability to take KAL that should have been learned in the first course and apply it in making lesson plans, creating classroom activities and working one-on-one with beginning learners of Spanish.