‘El whatsappazo de la españoleta’ ludic and didactic sequence aimed to determine and enhance the pronunciation of consonantic sounds absent in spanish, applied with students of ninth grade from a rural public school (Yumbo, Valle).

Abstract

After detecting that the most common pronunciation mistakes among my students are derived from the interference of Spanish –their mother language- upon the pronunciation of seven English sounds (six phonemes and one consonant cluster) that don’t exist in their L1; I propose a didactic sequence, which departing from English as a Lingua Franca and based on intelligibility as a comprehensive communicative trait, intends to promote the students’ validity as legitimate NNS, enhance their recognition and pronunciation of such segments; also it intends to subjectively observe and discuss whether curiosity of language is developed into my students. The discussion of results –which assessment was performed by an external evaluator illustrates the extent to which the intelligibility averages fluctuated, attempts to explain such variations and suggests how the application of other variables related to methodology might modify the results. Finally, in the conclusions I reflect on how a similar didactic sequence might be more effective and formulate suggestions for further research in such studies.