Treatment of the phonetic aspect of language has been marginalized in classes of Spanish as a Foreign
Language (sfl). Although there has been an attempt to reestablish its importance, this has not lead
to effective, material changes in teaching. Factors such as undervaluing pronunciation in settings of
language teaching, the complexity of the corresponding content, and the methodological disorientation
of teachers have all contributed to the current situation. We must therefore revisit the concept in foreign
language teaching as a phenomenon within itself, and as content that should be taught and corrected.
This study seeks to reflect on the concepts of pronunciation, pronunciation teaching, and phonetic
correction based on earlier theories, including the work of Antich et al. —a classic text in the area
of foreign language teaching methodology in Cuba— and other researchers in this area, primarily in
relation to Spanish. It is assumed that pronunciation is an ability that must be taught and developed in the foreign language teaching-learning process in order for students to achieve phonetic competence
as part of their communicative competence
Keywords:
correction, teaching, foreign languages, pronunciation