Perception and production of Spanish rhotics in English-speaking students of Spanish as a foreign language

The objective pursued in this article is to reflect upon one of the aspects that any professional in the field of Teaching Spanish as a Foreign Language (ELE) must confront at some point in their professional career: assisting their students in distinguishing and pronouncing the primary rhotic consonantal realizations in Spanish. To achieve this, a didactic proposal is offered for the preparation, perception, and production of these phonemic segments. The activities of the proposal have been designed for English-speaking students aiming to attain a competence level of A2.2-B1. Furthermore, the outcomes of this study open up new avenues for the creation of educational materials, whether focusing on other units within the phonemic inventory of Spanish or catering to students with different linguistic backgrounds.