Más allá del acento
Caminos hacia la inteligibilidad en la enseñanza de vocales del inglés a traductores e intérpretes
DOI:
https://doi.org/10.48162/rev.57.010Palabras clave:
pronunciación en L2, inteligibilidad, enseñanza de vocales, formación académico-profesional, traductores-intérpretesResumen
Durante mucho tiempo, la Lingüística Aplicada ha puesto énfasis en que los estudiantes de pronunciación en L2 alcancen un acento nativo. Sin embargo, en las últimas décadas, el paradigma ha cambiado, priorizando la inteligibilidad como objetivo central. Este estudio analizó el impacto de dos enfoques pedagógicos para la enseñanza de las vocales /i:, ɪ, e, æ/ del inglés en la inteligibilidad. Participaron 36 estudiantes de la Licenciatura en Traducción inglés<>español de una universidad privada de Montevideo, Uruguay, divididos en dos grupos. El grupo 1 recibió instrucción basada en el Principio del Hablante Nativo, centrado en la precisión fonológica, mientras que el grupo 2 fue instruido según el Principio de la Inteligibilidad, que integraba tareas comunicativas, foco en la forma, autoevaluación y evaluación entre pares. Un grupo de 10 jueces, hablantes nativos del español montevideano, evaluó las muestras de habla utilizando criterios como inteligibilidad, comprensibilidad, acento extranjero y efectividad comunicativa, a través de una escala de Likert. Los hallazgos revelaron que la enseñanza que incluye tareas comunicativas, enfoque en la forma, autoevaluación y evaluación entre pares resulta más efectiva para mejorar la pronunciación en L2, fomentando un ambiente de aprendizaje colaborativo y amigable, que promueve el desarrollo de la metacognición y reduce la ansiedad académica. Las implicancias pedagógicas sugieren que, en los programas de formación profesional y académica de traductores-intérpretes, se debe priorizar la inteligibilidad en lugar de imitar un acento nativo, permitiendo un enfoque más inclusivo y efectivo para la comunicación global en entornos multiculturales y multilingües.
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