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Problems of teaching Spanish pronuntiation
TONAROVÁ, Adéla
This thesis investigates the issue of teaching Spanish pronunciation in Czech educational settings, with a particular focus on the graphemes c (preceding the vowels e, i), z, and s in Spanish, along with associated pronunciation phenomena: the differentiation between // and /s/, seseo, and ceceo. Primarily, it identifies common pronunciation errors made by Czech students in the selected phenomenon and analyses the underlying causes of these errors. The introductory part explains the correct articulation of these graphemes in Spanish and the associated pronunciation phenomena. Furthermore, it informs about pronunciation levels based on the Common European Framework of Reference for Languages (CERF) and Plan curricular del Instituto Cervantes. Subsequently, the thesis provides a detailed description and analysis of research conducted on the Spanish pronunciation of twenty Czech high school students, focusing on the selected phenomenon. Moreover, the thesis examines responses of university students concerning the teaching of Spanish pronunciation in the educational institutions they attended prior to university enrolment. The research results are then compared with the requirements set in the curriculum documents. Finally, the thesis proposes some exercises to eliminate pronunciation errors.
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