THE RELATION BETWEEN THE PHONOLOGICAL COMPETENCE AND ORTHOGRAPHY IN THE ACQUISITION OF SPANISH (L2) BY ROMANIAN STUDENTS
THE RELATION BETWEEN THE PHONOLOGICAL COMPETENCE AND ORTHOGRAPHY IN THE ACQUISITION OF SPANISH (L2) BY ROMANIAN STUDENTS

Summary/Abstract: THIS PAPER LOOKS AT THE RELATION BETWEEN PHONOLOGY / PHONETICS, ON ONE HAND, ANDORTHOGRAPHY, ON THE OTHER HAND, IN THE PROCESS OF TEACHING / LEARNING SPANISH AS ASECOND LANGUAGE. MORE PRECISELY, WE WILL ANALYSE THE ACQUISITION OF THE PHONOLOGICALCOMPETENCE AND ITS IMPORTANCE IN USING ACCURATE ORTHOGRAPHY. ALTHOUGH SPANISH ISGENERALLY CONSIDERED AN “EASY” LANGUAGE FROM THE ANGLE OF ORTHOGRAPHY, WE CLAIMTHAT, DUE TO THE SPANISH DIATOPIC VARIETIES, SPREAD ALL OVER THE WORLD, AND THE PHONETICPHENOMENA THEY PRESENT (SESEO, CECEO, YEÍSMO), STUDENTS OF SPANISH (L2) COULDENCOUNTER SOME DIFFICULTIES IN ACQUIRING PRONUNCIATION AND SPELLING. IN LATIN AMERICA,THERE IS NO PHONOLOGICAL DISTINCTION BETWEEN /θ/ AND /s/, OR /ʝ/ AND /ʎ/. THESE DISTINCTIONSARE PERTINENT, FOR INSTANCE, IN THE PENINSULAR SPANISH AND THEY CAN BE HELPFUL FOR THEACQUISITION OF SPANISH ORTHOGRAPHY. NOT ONLY FOREIGN STUDENTS, BUT ALSO NATIVESPEAKERS ENCOUNTER SOME SPELLING PROBLEMS (DIFFERENCE BETWEEN S/Z OR Y/LL). INCONCLUSION, SPELLING AND PRONUNCIATION SHOULD BE TAUGHT AND LEARNT TOGETHER ANDTEACHERS SHOULD INCLUDE IN THEIR SPANISH CLASSES A GREAT DEAL OF PRONUNCIATION ANDSPELLING ACTIVITIES IN ORDER TO IMPROVE THESE TWO INTERRELATED ASPECTS.

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