Business processes pronunciation12/24/2022 Sin embargo, en relación a la enseñanza de la pronunciación del inglés de negocios a los hablantes de español, el autor observó que la relación entre estos dos tipos de conocimiento podría ser poco explorada después de examinar 1.452 resúmenes o introducciones de cuatro revistas especializadas. El conocimiento de la lengua materna de los aprendices también será útil cuando estos enseñantes usan el análisis contrastivo, el análisis de errores o la teoría de la interlengua. Resumen: El conocimiento de la lengua meta será útil para el enseñante de inglés para fines específicos que enseña pronunciación. Keywords: adult speakers, Spanish L1, Business English, teaching pronunciation This exploratory study provides some reflections that it is hoped will be useful for teachers who use any of the three above-mentioned theories and want to know more about differences between the pronunciation of English and Spanish to teach the pronunciation of the language of BE to adult speakers of L1 Spanish. This has been done by referring to previous research and corpus data, and by contrasting the pronunciation of English with the pronunciation of Spanish. Owing to this, to differences between English pronunciation and Spanish pronunciation, and to previous research showing that adult speakers of L1 Spanish may have difficulty in pronouncing English vowels, the researcher has explored two aspects of the language of BE (word length and word transparency) and discussed the implications of both aspects for teaching two pronunciation features (vowel sound sequences and word stress) in BE lessons. However, as far as teaching the pronunciation of the language of Business English (BE) to speakers of Spanish is concerned, the researcher observed that the study of the interrelationship between these two types of knowledge may be somewhat unexplored after surveying 1,452 abstracts or introductions from four specialized journals. Knowledge of the target learners' first language (L1) should also be useful when these teachers use contrastive analysis, error analysis or interlanguage theory. Abstract: Knowledge of the target specialized language should be of use to English for specific purposes teachers who teach pronunciation.
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