Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
<em>Abstract:</em> <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: | , , , |
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| Formato: | artículo |
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Universidade Federal de Alagoas
2013
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| Acceso en línea: | https://bibliotecadelenguas.uncoma.edu.ar/items/show/181 https://bibliotecadelenguas.uncoma.edu.ar/files/original/0df279f741f584ddea370e8248acf1c3.pdf |
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| Sumario: | <em>Abstract:</em> <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*. <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*. |
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