A dificuldade da realização do /r/ vibrante por estudantes brasileiros de espanhol/le: possibilidades de atividades de compreensão e produção oral

Abstract

The learning of Spanish as a foreign language presents difficulties in the pronunciation of phonemes, particularly the oral pronunciation of the phoneme /r/ by Brazilian students. This research aims to address the difficulties faced by learners of Spanish as a foreign language in the oral production of the vibrant /r/ with the purpose of elaborating proposals for oral activities that encourage the proper pronunciation of Spanish as a foreign language. The theoretical approach was based on analyses that examine pronunciation differences related to the use of vibrants by learners of Spanish, based on the analyses carried out by Gomes (2021), Cóstola (2018), Mesquita Neto (2017), Oliveira (2018) and Silva (2007) in order to investigate the oral productions of Brazilian students learning Spanish as a second language. The methodology employed is based on a literature review of phonetic and phonological studies in relation to the difficulties presented by Brazilian students and in the search to identify how phonology can act in a direct way in the context of the Foreign Language classroom.