Teaching Spanish pronunciation
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Contents

  • Introduction
  • 1 Why teach pronunciation?
    • 1.1. Reasons for teaching pronunciation
      • Speaking with an accent 
    • 1.2 What pronunciation to teach?
  • 2 Vowels
  • 3 Consonants
    • 3.1 Place of articulation
      • Voiced or voiceless?
      • International Phonetic Alphabet
  • 4 Week 1 summary
  • Introduction
  • 1 Orthography and pronunciation
    • 1.1 Phonetics and Phonology
    • 1.2 Contrastive segments
  • 2 Pronunciation and context
  • 3 Phonotactic constraints
    • 3.1 Syllable
    • 3.2 English syllable
    • 3.3 Spanish syllable
  • 4 Barriers to pronunciation
  • 5 The role of affect
  • 6 Reducing levels of FLA
  • 7 The verbo-tonal method
  • 8 Week 2 summary
  • Introduction
  • 1 What is stress?
  • 2 Comparing stress in Spanish and English
  • 3 What is rhythm?
  • 4 What is intonation?
    • 4.1 Basic intonation patterns in Spanish
    • 4.2 Interrogative sentences
  • 5 Contrasting Spanish and English: placement of nuclear stress
    • 5.1 Repeated information
    • 5.2 Indefinite objects
    • 5.3 Intransitive sentences
    • 5.4 Contrastive focus
  • 6 Week 3 summary
  • Introduction
  • 1 Spanish and English vowel spaces
  • 2 Spanish vowels one-by-one
  • 3 Diphthongs and triphthongs
  • 4 Connected speech phenomena
  • 5 Week 4 summary
  • Introduction
  • 1 Stops (oclusivas)
    • 1.1 What is aspiration?
    • 1.2 Voicing in /b d g/
    • 1.3 Word-final stops
    • 1.4 Spanish stops
  • 2 Fricatives (fricativas)
    • 2.1 Sibilants
    • 2.2 The voiced fricative
    • 2.3 The affricate
    • 2.4 Spanish fricatives
  • 3 Nasal (nasales)
    • 3.1 Nasal assimilation
  • 4 Liquids (lĂ­quidas)
  • 5 Rhotics (vibrantes)
    • 5.1 Tap or trill?
  • 6 Practising the verbo-tonal method
  • 7 End-of-course summary
  • Acknowledgements

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