Verbo-tonal Method: Improvement of English Pronunciation in Adult Spanish-speaking Learners

Abstract

The aim of the research was to test the adequacy of the Verbo-Tonal Method (VTM) for the teaching of English pronunciation to adult Spanish-speaking learners. As the method puts a big deal of emphasis on the motivation of students, they were tested to learn their limiting beliefs in relation to pronunciation learning. Subsequently, the best strategies to present students with a series of activities were design. These activities were based on the method to improve the students’ weaknesses in pronunciation. The results from the motivational test were the expected ones according to bibliography, and the activities were designed to tackle one of the mistakes included in a system of errors that defines Spanish-speaking learners flaws that had been adjusted to the needs of the studied group. The activities were presented as a pronunciation seminar and threw good results. From the fact that this method has already been assessed to teach the pronunciation of other languages and seems to be equally applicable to the pair English-Spanish, the logical evolution of this research would be to apply it to all profiles of Spanish-speaking students (not just adults), and at an earlier stage (which would help to fully deploy the VTM —speaking skills always before the writing one—). Another line of research, derived from the results of the motivation test, would be to study differences in pronunciation learning between male and female students.