Students smarter than teachers? Gen Z EFL student perceptions of English pronunciation learning and teaching
DOI:
https://doi.org/10.21283/2376905X.1.12.2.3423Palabras clave:
enseñanza de la pronunciación, inglés extracurricular, aprendizaje informal de idiomas, profesores de inglés no nativos, generación z, acentoResumen
Los aprendientes de L2 pertenecientes a la Generación Z, expuestos al contenido audiovisual en inglés desde una edad temprana, pueden sentirse más cómodos con la pronunciación del inglés que sus profesores de EFL no nativos pertenecientes a la Generación X o a la generación Millennial. Este trabajo analiza cómo el alumnado de L2 de la Generación Z del noreste de Europa utiliza el inglés en contextos extraescolares, cómo evalúan su propia pronunciación y la de sus docentes, y si aspiran o no a sonar como hablantes nativos. Los datos de este estudio se recopilaron a partir de cuestionarios y entrevistas realizadas a 140 estudiantes de primer curso universitario. Los principales resultados muestran, en primer lugar, que el alumnado de la Generación Z valora su propia pronunciación como bastante avanzada, atribuyendo al inglés extracurricular una influencia mayor que al input recibido de sus docentes. En segundo lugar, perciben la pronunciación del profesorado no nativo de inglés como menos cercana al modelo nativo que la suya propia, aunque en general la consideran un modelo aceptable. En consecuencia, este artículo propone que el alumnado de la Generación Z podría beneficiarse de un enfoque alternativo en la enseñanza de la pronunciación.
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Derechos de autor 2025 Elina Banzina
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
