Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language

<em>Abstract:</em>&nbsp;<br />The aim of this work is to identify the difficulties that Spanish learners of English may have when confronted with the L2 intonation. The different tone choices made by native speakers of Spanish in North Patagonia, Argentina, are analysed in the...

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Autores principales: Arana, Valeria Fernanda, Blázquez, Bettiana Andrea, Espinosa, Gonzalo Eduardo, Valls, Lucía Soledad
Formato: artículo
Publicado: Universidade Federal de Alagoas 2013
Acceso en línea:https://bibliotecadelenguas.uncoma.edu.ar/items/show/181
https://bibliotecadelenguas.uncoma.edu.ar/files/original/0df279f741f584ddea370e8248acf1c3.pdf
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Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA) de Universidad Nacional del Comahue
id I22-R137-181
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spelling I22-R137-1812025-12-09T14:41:55Z Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language Arana, Valeria Fernanda Blázquez, Bettiana Andrea Espinosa, Gonzalo Eduardo Valls, Lucía Soledad <em>Abstract:</em>&nbsp;<br />The aim of this work is to identify the difficulties that Spanish learners of English may have when confronted with the L2 intonation. The different tone choices made by native speakers of Spanish in North Patagonia, Argentina, are analysed in the light of the Autosegmental-Metrical framework (LADD, 1996) and the Relevance Theory (SPERBER and WILSON, 1995, 2004). The findings are compared with the tone choices produced by native speakers of English. The main results indicate that the same procedural instruction is manifested in both languages by means of L* L% and H+L* L%. However, Spanish favours L* whereas English prefers H+L*.&nbsp;<br /><br /><em>Resumo:</em><br />O objetivo deste trabalho é identificar as possíveis dificuldades que os alunos falantes de Espanhol podem ter quando se confrontarem com o sistema de entonação Inglês. As diferentes escolhas de tom feitas por falantes nativos de Espanhol na região da Patagonia Norte, Argentina, são analisadas com as teorias do quadro autossegmental-métrico (LADD, 1996) e da relevância (SPERBER and WILSON, 1995, 2004), e comparadas com as escolhas de tom feitas por falantes nativos de Inglês. Os principais resultados encontrados foram que nas duas línguas a instrução processual é L* L% e H+L* L%. As diferenças são: Espanhol: L*, e Inglês: H+L*. Universidade Federal de Alagoas 2013 artículo pdf ISSN 2317-9945 https://bibliotecadelenguas.uncoma.edu.ar/items/show/181 https://bibliotecadelenguas.uncoma.edu.ar/files/original/0df279f741f584ddea370e8248acf1c3.pdf Revista Leitura. Revista do Programa de Pós-Graduacao em Letras e Linguistica da Universidade Federal de Alagoas, 2(52), 207-226, 2013. Ver en el sitio del editor: http://www.seer.ufal.br/index.php/revistaleitura/article/view/1480
institution Universidad Nacional del Comahue
institution_str I-22
repository_str R-137
collection Lenguas - Biblioteca Digital. Universidad Nacional del Comahue (UNCOMA)
description <em>Abstract:</em>&nbsp;<br />The aim of this work is to identify the difficulties that Spanish learners of English may have when confronted with the L2 intonation. The different tone choices made by native speakers of Spanish in North Patagonia, Argentina, are analysed in the light of the Autosegmental-Metrical framework (LADD, 1996) and the Relevance Theory (SPERBER and WILSON, 1995, 2004). The findings are compared with the tone choices produced by native speakers of English. The main results indicate that the same procedural instruction is manifested in both languages by means of L* L% and H+L* L%. However, Spanish favours L* whereas English prefers H+L*.&nbsp;<br /><br /><em>Resumo:</em><br />O objetivo deste trabalho é identificar as possíveis dificuldades que os alunos falantes de Espanhol podem ter quando se confrontarem com o sistema de entonação Inglês. As diferentes escolhas de tom feitas por falantes nativos de Espanhol na região da Patagonia Norte, Argentina, são analisadas com as teorias do quadro autossegmental-métrico (LADD, 1996) e da relevância (SPERBER and WILSON, 1995, 2004), e comparadas com as escolhas de tom feitas por falantes nativos de Inglês. Os principais resultados encontrados foram que nas duas línguas a instrução processual é L* L% e H+L* L%. As diferenças são: Espanhol: L*, e Inglês: H+L*.
format artículo
author Arana, Valeria Fernanda
Blázquez, Bettiana Andrea
Espinosa, Gonzalo Eduardo
Valls, Lucía Soledad
spellingShingle Arana, Valeria Fernanda
Blázquez, Bettiana Andrea
Espinosa, Gonzalo Eduardo
Valls, Lucía Soledad
Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
author_facet Arana, Valeria Fernanda
Blázquez, Bettiana Andrea
Espinosa, Gonzalo Eduardo
Valls, Lucía Soledad
author_sort Arana, Valeria Fernanda
title Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
title_short Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
title_full Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
title_fullStr Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
title_full_unstemmed Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
title_sort analysing prosody and meaning in spanish: implications for the teaching of english as a foreign language
publisher Universidade Federal de Alagoas
publishDate 2013
url https://bibliotecadelenguas.uncoma.edu.ar/items/show/181
https://bibliotecadelenguas.uncoma.edu.ar/files/original/0df279f741f584ddea370e8248acf1c3.pdf
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AT espinosagonzaloeduardo analysingprosodyandmeaninginspanishimplicationsfortheteachingofenglishasaforeignlanguage
AT vallsluciasoledad analysingprosodyandmeaninginspanishimplicationsfortheteachingofenglishasaforeignlanguage
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