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La integración de la pronunciación en el aula de ELE: Integrating pronunciation in the Spanish language classroom
Editado por Zsuzsanna Bárkányi, M. Mar Galindo Merino y Aarón Pérez-Bernabeu
[IVITRA Research in Linguistics and Literature 42] 2024
► pp. 255–268

Chapter 16
Demotivation while learning Spanish pronunciation

A study on (potential) factors that discourage students

| Universidade de Vigo
Demotivation has recently become a focus of language learning research. This chapter explores the underrepresented connection between demotivation and pronunciation instruction with the objectives of (1) assessing the link between pronunciation teaching and demotivation, (2) identifying potential demotivating factors, and (3) analyzing student feedback to offer pedagogical recommendations. Qualitative methodology, involving semi-structured interviews with 40 adult students of Spanish as an additional language from diverse countries was used to achieve these goals. The findings indicate that students wish to have pronunciation instruction and value-corrective feedback that bridges the gap between their spoken and desired language skills, and that they prefer this feedback to be supportive and kind.
Keywords: demotivation, language teaching and learning, pronunciation, Spanish as an additional language (ELE), affective feedback
Article outline
  • 1.Introduction
  • 2.Key concepts and main research in the field of demotivation
  • 3.Our research on Spanish pronunciation and demotivation
    • 3.1Instrument
    • 3.2Sample profile
    • 3.3Procedure
    • 3.4Results and analysis
  • 4.Good practices in teaching pronunciation to not demotivate students
  • 5.Conclusions and future research
  • Note
  • References
  • Appendix
This content is being prepared for publication; it may be subject to changes.
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