Abstract
In this study, we propose the elaboration of activities for the development of the pronunciation of Spanish as a foreign language for Brazilian students in Spanish teacher training courses. The proposal is based on the communicative teaching of pronunciation (CELCE-MURCIA et al ., 2010) and some difficulties concerning pronunciation evidenced in the classroom in a Language Course (BRISOLARA, 2011; BRISOLARA; SEMINO, 2016; BRISOLARA; MACHRY DA SILVA, 2020). The activities follow the five pedagogical steps by Celce-Murcia et al. (2010), that is, description and analysis, listening discrimination, controlled practice, guided practice, and communicative practice. In addition, for the selection of consonant segments worked in the activities, we considered the similarities and differences between Brazilian Portuguese – the learners’ mother tongue – and Spanish – a foreign language.
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