Phonetic Transcription as a Pedagogical Tool in Teaching Portuguese for Spanish Speakers: A Case Study

Abstract

This study investigates the use of phonetic transcription as a pedagogical tool in the teaching of Portuguese, with a focus on native Spanish speakers. The~research is based on the assumption that difficulties in the pronunciation of certain phonemes that do not exist in the mother tongue jeopardize the acquisition of orality in Portuguese. The aim is to assess the extent to which the incorporation of phonetic transcription can help overcome these challenges, promoting greater accuracy in pronunciation and the development of auditory memory. The methodology adopted was qualitative, descriptive and exploratory, and was carried out at the University of Seville (Spain) between 2022 and 2023. Forty-six Spanish students took part, distributed between levels A2 and B1 of the Common European Framework of Reference for Languages. Activities were carried out with poems, tongue twisters and literary texts, prioritizing sounds that do not exist in the students' mother tongue. Phonetic transcription was introduced progressively, focusing on key words. The results indicate that the students who used this strategy showed significant progress in pronunciation and phonological awareness, although initial obstacles were observed in terms of familiarization with the International Phonetic Alphabet. We conclude that phonetic transcription, when used in a targeted and progressive way, is an effective tool for teaching Portuguese, especially in developing oral competence. It is suggested that it be expanded in similar teaching contexts, respecting the complexity and assimilation time of the students.