Percepción del Acento Prosódico en Vocablos Leídos : un estudio con hablantes nativos de coreano en clases universitarias de ELE de nivel básico

Daniel Barajas de Santiago 부산외국어대학교 이베로아메리카연구소 2014 이베로아메리카 Vol.16 No.1

This work investigates the perception of the prosodic accent in Spanish by native Korean speakers enrolled in Spanish for beginners. The field research, concerning disyllabic and trisyllabic read words, was conducted with 38 listeners, university students enrolled in Spanish conversation classes, and seven native Spanish speakers of both sexes whose voices were recorded for use in the study. The 38 listeners answered a questionnaire on personal data and performed a listening test. Listeners heard 35 different words (five from each of the seven informants as follows: two disyllabic terms and three trisyllabic ones). For each word, listeners had to mark the position of the stressed syllable in their answers table. Statistical analysis of errors made by listeners allowed us to establish an order of different word categories attending to the difficulty in the perception of its prosodic accent for the type of students considered. Key Words: Perception of prosodic accent in Spanish, Disyllabic and trisyllabic read words, Native Korean Speaker Students at the University, Beginner Level, Spanish as a Foreign Language (SFL) parte de estudiantes hablantes nativos de coreano de nivel inicial en palabras bisílabas y trisílabas leídas. El estudio de campo se llevó a cabo con 38 oyentes, alumnos de clases de conversación, y siete informantes nativos de ambos sexos que hablaban el supradialecto de prestigio en España. Los 38 oyentes contestaron un cuestionario sobre datos personales y se sometieron a una prueba auditiva. Así, escucharon cinco vocablos dos bisílabos y tres trisílabos grabados por cada uno de los siete informantes (35 términos en total), distintos en todos los casos. Para cada palabra, los oyentes tenían que marcar la posición de la sílaba acentuada en su tabla de respuestas. El análisis estadístico de los errores cometidos por los oyentes en la prueba auditiva nos llevó a establecer un orden de clases de vocablos atendiendo a la dificultad perceptiva de su acento prosódico para el tipo de estudiantes considerado. Palabras claves: Percepción del acento prosódico en español, Vocablos bisílabos y trisílabos leídos, Estudiantes universitarios hablantes nativos de coreano, Nivel elemental o básico, Español como Lengua Extranjera (ELE)

Percepción del Acento Prosódico en Vocablos Leídos : Un Estudio con Hablantes Nativos de Coreano en Clases Universitarias de ELE de Nivel Intermedio

Daniel Barajas de Santiago 부산외국어대학교 이베로아메리카연구소 2015 이베로아메리카 Vol.17 No.1

español en palabras leídas para alumnos hablantes nativos de coreano de nivel intermedio. En el estudio de campo participaron 31 oyentes, estudiantes de clases universitarias de conversación que respondieron a un cuestionario sobre información personal y fueron sometidos a una prueba auditiva, y siete informantes nativos de ambos sexos hablantes del supradialecto de prestigio en España, los cuales grabaron los 35 vocablos del estímulo, integrado por bisílabos agudos y llanos, así como por trisílabos agudos, llanos y esdrújulos; todos distintos entre sí. En la prueba auditiva, los oyentes debían marcar la posición silábica del acento prosódico percibida para cada palabra del estímulo, pudiendo dejar respuestas en blanco. El análisis estadístico de errores nos permitió ordenar los tipos de vocablos en función del grado de dificultad perceptiva con miras a la planificación curricular en ELE, objetivo al que también sirvió la comparación entre resultados del presente estudio y del que anteriormente realizáramos con estudiantes de nivel básico. El diseño experimental posibilitó asimismo el que comparásemos resultados con experiencias de Cortés llevadas a cabo con oyentes xinohablantes nativos de cuatro niveles distintos de español. Palabras Clave: Percepción del Acento Prosódico/Léxico en Español, Vocablos Bisílabos y Trisílabos Leídos, Estudiantes Universitarios Hablantes Nativos de Coreano, Nivel Intermedio, Currículo de Español como Lengua Extranjera (ELE) This article investigates the perceptual problems of the lexical stress in read words for native Korean speakers enrolled in intermediate level Spanish classes at the university. The field research was conducted with 31 listeners, who answered a questionnaire on personal data and performed a listening test, as well as with seven native Spanish speakers of both sexes whose voices were recorded for use in the study. The stimulus was formed by 35 different words: 14 oxytone words (seven disyllabic, seven trisyllabic), 14 paroxytone (seven disyllabic, seven trisyllabic) and seven proparoxytone (all trisyllabic). Listeners had to mark the perceived position of the stressed syllable for each word in their answers table (blank answers were allowed). Statistical analysis of errors allowed us to establish an order of word categories attending to the difficulty in the perception of its lexical stress for the type of students examined. Also the experimental design made possible to compare results between this work and our previous one performed with beginner level students, as between this work and another one with four different level alumni authored by Maximiano Cortés. Key Words: Perception of Word Stress or Lexical Stress in Spanish, Disyllabic and Trisyllabic Read Words, Native Korean Speaker Students at the University, Intermediate Level, Spanish as a Foreign Language (SFL)

Estrategias Correctivas en la Pronunciaci?n de Consonantes : Una Aplicaci?n del M?todo Verbo-Tonal a la Ense?anza del Espa?ol a Coreanos

Daniel Barajas de Santiago 부산외국어대학교 이베로아메리카연구소 2011 이베로아메리카 Vol.13 No.1

Corrective Strategies for Consonant Pronunciation: Application of a Verbal-Tonal Method for Acquisition of Spanish by Koreans The present article investigates and analyzes the causes and factors associated with several of the more predictable and common Spanish consonant pronunciation errors of native Korean students. After a brief introduction of the verbal-tonal theoretical framework, we will propose applying the verbal-tonal method (combined phonetics, prosody and nuanced pronunciation) to the creation of corrective strategies and techniques, that lead to optimum specific models which the teacher can use in class to correct pronunciation errors due to L1 interference in FL or L2,when correction is not possible by appealing to existing Korean sounds. [Key words: Pronunciation/ Consonants/ Correction Strategies/ Verbal-tonal Method/ Spanish as a Second Language (L2) or Foreign Language (FL)] [Palabras clave: Pronunciaci?n/ Consonantes/ Estrategias Correctivas/ M?todo Verbo-Tonal/ Espa?ol Como Segunda Lengua (L2) o Lengua Extranjera (LE)]

Estrategias correctivas para la pronunciación de vocales: una aplicación del método verbo-tonal a la ensen͂anza del espan͂ol a coreanos

Daniel Barajas de Santiago 한국외국어대학교 외국종합연구센터 중남미연구소 2012 중남미연구 Vol.31 No.3

Percepción de la entonación en enunciados leídos

Daniel Barajas De Santiago 부산외국어대학교 중남미지역원 2013 이베로아메리카 Vol.15 No.1

This paper investigates the perception of different Spanish intonation patterns by native Korean speakers enrolled in Spanish for beginners. The empirical study, concerning read sentences, was conducted with 38 listeners, university students enrolled in Spanish conversation classes, and two native Spanish speakers, a male and a female whose voices were recorded for use in the study. The 38 listeners answered a questionnaire on personal data and performed a listening test. Listeners heard 24 sentences recorded by Informant A and 24 other sentences, the same but in a different order, recorded by Informant B. For each of the sentences, listeners had to choose the appropriate sentence type to be chosen from the following: a declarative intonation sentence (.), an emphatic intonation sentence (!) and a question (?). Statistical analysis of errors made by listeners allowed us to establish an order of difficulty in the perception of different intonation patterns for the type of students considered. At the same time, we seek relationships between these errors and variables such as gender and experience in the study of foreign languages .

Estrategias correctivas en la pronunciación de consonantes

Daniel Barajas De Santiago 부산외국어대학교 중남미지역원 2011 이베로아메리카 Vol.13 No.1

The present article investigates and analyzes the causes and factors associated with several of the more predictable and common Spanish consonant pronunciation errors of native Korean students. After a brief introduction of the verbal-tonal theoretical framework, we will propose applying the verbal-tonal method (combined phonetics, prosody and nuanced pronunciation) to the creation of corrective strategies and techniques, that lead to optimum specific models which the teacher can use in class to correct pronunciation errors due to L1 interference in FL or L2, when correction is not possible by appealing to existing Korean sounds.