RT info:eu-repo/semantics/article
T1 Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning
A1 Martínez García, María Teresa
A1 Martins, Alexandre Ferreira
AB This study investigates pronunciation instruction in Spanish and Portuguese classrooms at universities in Japan and South Korea, contexts underexplored in applied linguistics. Using a mixed-methods approach, surveys from 120 participants (29 professors and 91 students) reveal disparities in attitudes and practices. South Korean professors place greater emphasis on pronunciation’s role in communicative competence, whereas Japanese professors report challenges linked to insufficient training and the marginalization of pronunciation in curricula. Students in both contexts highlight engagement gaps and self-perceived difficulties, particularly among Japanese learners of Portuguese. The findings challenge pervasive native-speaker ideologies, advocating for a shift toward intelligibility-focused instruction that values linguistic diversity. Practical recommendations include integrating culturally responsive methodologies, enhancing professional development opportunities, and leveraging technology to promote autonomous learning. This study offers insights into addressing systemic challenges in pronunciation pedagogy, aiming to inform future research and guide language education policies in diverse global contexts.
PB Sage Journals
YR 2025
FD 2025
LK https://uvadoc.uva.es/handle/10324/82889
UL https://uvadoc.uva.es/handle/10324/82889
LA eng
NO Martínez García, M. T., & Martins, A. F. (2026). Navigating pronunciation instruction in Japan and South Korea: Insights from Spanish and Portuguese teaching and learning. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688251401188
DS UVaDOC
RD 22-feb-2026