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020 _a9789400738836
_9978-94-007-3883-6
024 7 _a10.1007/978-94-007-3883-6
_2doi
050 4 _aLC8-6691
072 7 _aCJ
_2bicssc
072 7 _aEDU018000
_2bisacsh
082 0 4 _a407.1
_223
100 1 _aRomero-Trillo, Jesús.
_eeditor.
245 1 0 _aPragmatics and Prosody in English Language Teaching
_h[electronic resource] /
_cedited by Jesús Romero-Trillo.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2012.
300 _aIX, 249p. 26 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Linguistics,
_x1572-0292 ;
_v15
505 0 _a1.Introduction -- Theoretical approaches to the teaching of Prosody 2. Issues in the acoustic measurement of rhythm -- 3. Prosody and second language teaching: Lessons from L2 speech perception and production research -- 4. Factors affecting the perception and production of L2 prosody: Research results and their implications for the teaching of foreign languages -- 5. Function vs. form in speech prosody — Lessons from experimental research and potential implications for teaching -- 6. Prosodic adaptation in language learning -- Pragmatics, Prosody and communication 7. Prosody and meaning: Theory and practice -- 8. Prosody and feedback in native and non-native speakers of English -- 9. Early prosodic production: Pragmatic and acoustic analyses for L2 language learners -- 10. Prosody in conversation: Implications for teaching English pronunciation -- Pedagogical implications for English Language Teaching 11. Same but different: The pragmatic potential of native vs. non-native teachers’ intonation in the EFL classroom -- 12. The pragmatic function of intonation: Cueing agreement and disagreement in spoken English discourse and implications for ELT -- 13. Trouble spots in the learning of English intonation by Spanish speakers. Tonality and tonicity -- 14. Teaching prosody with a pragmatic orientation: A synthesis -- Name Index -- Subject Index.
520 _aThis volume explores the elusive subject of English prosody—the stress, rhythm and intonation of the language—, and its relevance for English language teaching. Its sharp focus will be especially welcomed by teachers of English to non-native speakers, but also by scholars and researchers interested in Applied Linguistics. The book examines key issues in the development of prosody and delves into the role of intonation in the construction of meaning. The contributions tackle difficult areas of intonation for language learners, providing a theoretical analysis of each stumbling block as well as a practical explanation for teachers and teacher trainers. The numerous issues dealt with in the book include stress and rhythm; tone units and information structure; intonation and pragmatic meaning; tonicity and markedness, etc... The authors have deployed speech analysis software to illustrate their examples as well as to encourage readers to carry out their own computerized prosodic analyses. “Romero-Trillo’s volume makes a powerful argument for the inclusion of phonology and pragmatics in discussions regarding language acquisition, showing the inherent influence of prosody on the (mis)communication of meaning. A ‘must-read’ for any TESOL or second language acquisition program.” Laura Sicola, Ph.D., University of Pennsylvania
650 0 _aEducation.
650 0 _aApplied linguistics.
650 0 _aPhonology.
650 0 _aSemantics.
650 0 _aLanguage and languages.
650 1 4 _aEducation.
650 2 4 _aLanguage Education.
650 2 4 _aApplied Linguistics.
650 2 4 _aPhonology.
650 2 4 _aSemantics.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9789400738829
830 0 _aEducational Linguistics,
_x1572-0292 ;
_v15
856 4 0 _uhttp://dx.doi.org/10.1007/978-94-007-3883-6
912 _aZDB-2-SHU
999 _c104654
_d104654