ABSTRACT
This chapter examines pedagogical issues and practices related to the teaching of the L2 Spanish voiceless stops /p, t, k/. First, an articulatory description of Spanish /p, t, k/ with an emphasis on the acoustic cues that characterize them is presented. This description provides the basis for considering cross-linguistic differences in the realization of /p, t, k/, dialectal variation, and challenges for L2 learners. Second, major research contributions on the acquisition and training of the L2 Spanish voiceless stops are summarized with respect to both perception and production. Finally, specific techniques and suggestions for teaching L2 learners about the Spanish voiceless stops are presented based on current research findings. These suggestions include a variety of exercises that range in terms of content and complexity so that instructors may adapt them according to individual needs and level or expertise, pedagogical goals, time constraints, and/or the level of the learner.
