A common feature of second language Spanish, particularly in the case of native English-speaking learners, is to shorten or reduce segments within words (Schwegler & Kempff, 2007). This is particularly noticeable with multi-syllabic words (e.g., ingeniería, floristería, cafetería), and mispronunciations during second language interaction influence speech intelligibility. To address this pronunciation challenge and provide learners with opportunities for practice of words that demonstrate this reduction, we designed a two-way information gap task to draw learners' attention to these words in second language Spanish interaction. We specifically used principles of task-based language teaching and learning (e.g., Ellis, 2009; M. H. Long, 2015; Robinson, 2011; Skehan, 2014) to make pronunciation of these words task essential or necessary for completion of the task (cf. Solon, Long, & Gurzynski-Weiss, 2017).
Sergio Ruiz-Pérez, Lorena Alarcón, and Avizia Long. "En busca del diamante: Using tasks to mitigate word reduction in spoken learner Spanish" Current Approaches to Spanish and Portuguese Second Language Phonology (CASPSLaP) (2018).