The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops

a classroom study


  • Pablo Camus Soka University of America



pronunciation instruction, instructed second language acquisition, language teaching


The present study examines the effectiveness of second language explicit pronunciation instruction of adult second language (L2) learners of Spanish in a classroom setting. This study seeks to shed light on the effectiveness of teaching pronunciation while considering the level of instruction of first, second and third year students. Eighty-three learners of Spanish as an L2 were recruited to participate in a control (n = 45) or experimental (n = 38) group. From the beginning to the end of a twelve-week semester, participants in the experimental condition received instruction on typically difficult segments in L2-Spanish for first language (L1) English speakers.

Pronunciation gains were measured acoustically by a word-reading task and the target structures were Spanish voiceless stops /p, t, k/. Results suggest that pronunciation instruction is beneficial to all voiceless stops. After a semester of instruction, the experimental group reduced their voice onset time (VOT) and reached native speakers' range, while no difference was observed in the control group. Additionally, instruction was beneficial at each curricular level, suggesting that pronunciation instruction should be part of the L2-Spanish curricular sequence at multiple levels. Results are discussed in terms of the theoretical, methodological and pedagogical implications of these findings and special emphasis is placed on the advantages of pronunciation instruction. A call is made for more teachers and practitioners to include pronunciation instruction in the L2-Spanish classroom.

Author Biography

Pablo Camus, Soka University of America

Pablo Camus is an Assistant Professor of Spanish at Soka University of America. He has published journal articles on second language acquisition, particularly on phonetics, morphology, and classroom methodologies. He has taught undergraduate courses on SLA, on Spanish culture and all levels of Spanish.


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How to Cite

Camus, P. (2019). The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops: a classroom study. Instructed Second Language Acquisition, 3(1), 81-103.