Visualities of sound: the integration of pronunciation in German as foreign language textbooks from a diachronic perspective
DOI:
https://doi.org/10.11606/1982-8837e%25xKeywords:
pronunciation, textbooks, German as a foreign language, multimodality, layout, language teachingAbstract
This article presents a diachronic analysis of the content and organization of pronunciation exercises in German as a foreign language textbooks used in Brazil since the 1960s. Inserted in applied linguistics and based on studies on pronunciation teaching, multimodality, and graphic design, the qualitative and documentary research assumes that the treatment of pronunciation in textbooks expresses historically situated pedagogical and methodological conceptions. The study aims to examine how the exercises are presented and visually structured, considering phonetic transcription, images, icons, colors, typography, and their integration into thematic units. The analysis of seven works shows a growing appreciation of the phonetic-phonological dimension, accompanied by greater systematization of content and visual sophistication. We observe an increase in the use of graphic resources to support learners' phonetic-phonological awareness. Finally, we conclude that layout and visual elements transcend their aesthetic function, becoming pedagogical devices that enhance the teaching of pronunciation when coherently articulated with didactic objectives and contemporary demands in teacher training.
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