The Practice of Pronunciation with Native Speakers as an Example of Autonomous Foreign Language Learning

Authors

DOI:

https://doi.org/10.12795/PH.2020.v34.i01.08

Keywords:

Autonomy, tandem methodology, inhibitions, Teaching Innovation Project, pronunciation

Abstract

With the objective to provide a new proposal aimed at the promotion of autonomy to reach the level described by Henri Holec in his famous definition, this contribution addresses a Teaching Innovation Project carried out by the University of Oviedo and the Ludwig-Maximiliams-Universität München. This Project was intended to promote, through the tandem methodology, the autonomy of the students, both in language and in learning. The results of the Project, focused on improving oral comprehension and pronunciation of the German and Spanish languages, corroborate the initial proposals that the tandem can be introduced from the first levels of learning in L2, and that it serves to help to eliminate inhibitions that in the long run may represent a communication barrier, as long as students are properly supported in their autonomous development

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Published

2020-12-17

How to Cite

Sánchez González, M. (2020). The Practice of Pronunciation with Native Speakers as an Example of Autonomous Foreign Language Learning. Philologia Hispalensis, 34(1), 141–157. https://doi.org/10.12795/PH.2020.v34.i01.08

Issue

Vol. 34 No. 1 (2020): Linguistic studies

Section

Articles

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Received 2020-05-17
Accepted 2020-09-21
Published 2020-12-17
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