No abstract

Although often neglected in language classrooms, second language phonology is a crucial element in language learning because it is often the most salient feature in the speech of a foreigner. As instructors, we must decide how to emphasize pronunciation and what techniques to use. This article discusses a collaborative pod‐casting project in an undergraduate Spanish phonetics class. Students worked in small groups to create and maintain their own podcast channel on which they uploaded recordings for group member feedback. Each recording focused on particular aspects of Spanish pronunciation, using tongue twisters, short readings, and personal reflection on students' own pronunciation. Both attitudes and pronunciation abilities were assessed before and after the project, and both were found to improve. The benefits of podcasting projects to improve language skills are discussed from an empirical as well as a pedagogical perspective.

No abstract

This preliminary study investigates the acquisition of second language phonology with respect to two variables: immersion in a target language community, and explicit instruction in the form of a phonetics/pronunciation class. Specifically, the research examines the second language acquisition (SLA) of specific properties of the Spanish phonology system as achieved by native speakers of English participating in a summer program in Mexico, some of whom had previously taken a Spanish phonetics course. Results suggest that it is not one factor or another in isolation that is most beneficial, but rather the combination of the two. The findings are analyzed not only in terms of how the SLA of sound systems develops, but also with respect to pedagogical, curricular, and administrative implications.