ABSTRACT
This chapter focuses on pronunciation learning and teaching in the classroom setting, where learners are literate. It first classifies orthographies in terms of script type, direction of writing, and as being opaque or transparent. These issues are then addressed in connection with a series of theoretical models and hypotheses, as well as with previous acquisition research on learners of various linguistic profiles. When discussing Spanish in particular, the effects of linguistic factors, dialectal variation, and the L1 are addressed. Ways in which orthography is useful in learning about suprasegmentals and Spanish contrasts not present in learners’ L1s are covered as well. Finally, three sample lessons are proposed: the first is an auditory exercise; the second deals with Spanish rhotics; and the third addresses general pronunciation principles. Each one includes tips for implementation and goals for teachers to keep in mind.
