6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers
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Laura Martorell
Abstract
Emphatic intonation is complex and difficult to systematise as it presents a wide variety of curves and serves to express different pragmatic categories, such as emotional expression, (im)politeness, irony, etc. Furthermore, it is conditioned by other linguistic, contextual and non-verbal factors. Therefore, it is the field of intonation that is least studied, particularly regarding the analysis of interlanguage, which we believe should be looked at in more depth. The proposal involves the presentation of the results of the analysis of the melodic features of a corpus of 81 emphatic utterances in the spontaneous speech of 33 native Swedish speakers who speak Spanish as a foreign language and have at least a B1 level, following the Melodic Analysis of Speech method (Cantero and Font-Rotchés, 2009, 2020). The study is part of a wider research project dedicated to characterising the intonation of Spanish spoken by Swedish speakers, motivated by the observation of communicative difficulties in the classroom caused by inadequate intonation and the lack of an objective study that allows didactic proposals to be developed. The aim is to describe the melodic features of the emphatic intonation of Spanish spoken by Swedish speakers and compare them with those of Peninsular Spanish (Cantero et al., 2005; Cantero and Font-Rotchés, 2007) to elaborate the characterisation of its phonic interlanguage and be able to develop suitable didactic proposals for its improvement.
Abstract
Emphatic intonation is complex and difficult to systematise as it presents a wide variety of curves and serves to express different pragmatic categories, such as emotional expression, (im)politeness, irony, etc. Furthermore, it is conditioned by other linguistic, contextual and non-verbal factors. Therefore, it is the field of intonation that is least studied, particularly regarding the analysis of interlanguage, which we believe should be looked at in more depth. The proposal involves the presentation of the results of the analysis of the melodic features of a corpus of 81 emphatic utterances in the spontaneous speech of 33 native Swedish speakers who speak Spanish as a foreign language and have at least a B1 level, following the Melodic Analysis of Speech method (Cantero and Font-Rotchés, 2009, 2020). The study is part of a wider research project dedicated to characterising the intonation of Spanish spoken by Swedish speakers, motivated by the observation of communicative difficulties in the classroom caused by inadequate intonation and the lack of an objective study that allows didactic proposals to be developed. The aim is to describe the melodic features of the emphatic intonation of Spanish spoken by Swedish speakers and compare them with those of Peninsular Spanish (Cantero et al., 2005; Cantero and Font-Rotchés, 2007) to elaborate the characterisation of its phonic interlanguage and be able to develop suitable didactic proposals for its improvement.
Chapters in this book
- Frontmatter I
- Contents V
- List of figures IX
- List of tables XV
- Introduction: Affective language and prosody as a key 1
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Section A: Approaches to learning and teaching prosody
- 1 On the functional map of intonation in Spanish Foreign Language (SFL) teaching: is there a place for emotion? 11
- 2 The effect of emotions on melodic patterns. A focus on Spanish learning 41
- 3 Affect and emotional prosody in the foreign language classroom 61
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Section B: Affectivity and prosody
- 4 Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers 79
- 5 Emotion and melodic features of emphasis in Spanish produced by Chinese speakers 105
- 6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers 131
- 7 The prosody of word stress realization as a possible sign of insecurity in the spontaneous speech of Hungarian learners of Spanish 157
- 8 Catalan early readers prosodic characterization of a wh-question: traits of affectation 175
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Section C: Emotional status of L2 learners
- 9 Foreign language speaking anxiety and automatic speech recognition-based practice 213
- 10 Facilitating oral skills and willingness to communicate in the L2 classroom: towards a music-and-emotion-mediated learning 229
- 11 Feeling lonely in a new country: The emotional discourse of migrant learners of Spanish 251
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Section D: Cross-cultural affective conditioning factors in L2 learning
- 12 Music videos for fostering awareness of democratic culture in foreign language learning 275
- 13 Intercultural climate in university segregated classrooms: Language, emotions, and gender dynamics in Qatar’s higher education settings 295
- 14 Chinese EFL learners’ cognition of colour and colour-related emotional expressions in the case of red and blue 317
- Conclusions 341
- Index 347
Chapters in this book
- Frontmatter I
- Contents V
- List of figures IX
- List of tables XV
- Introduction: Affective language and prosody as a key 1
-
Section A: Approaches to learning and teaching prosody
- 1 On the functional map of intonation in Spanish Foreign Language (SFL) teaching: is there a place for emotion? 11
- 2 The effect of emotions on melodic patterns. A focus on Spanish learning 41
- 3 Affect and emotional prosody in the foreign language classroom 61
-
Section B: Affectivity and prosody
- 4 Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers 79
- 5 Emotion and melodic features of emphasis in Spanish produced by Chinese speakers 105
- 6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers 131
- 7 The prosody of word stress realization as a possible sign of insecurity in the spontaneous speech of Hungarian learners of Spanish 157
- 8 Catalan early readers prosodic characterization of a wh-question: traits of affectation 175
-
Section C: Emotional status of L2 learners
- 9 Foreign language speaking anxiety and automatic speech recognition-based practice 213
- 10 Facilitating oral skills and willingness to communicate in the L2 classroom: towards a music-and-emotion-mediated learning 229
- 11 Feeling lonely in a new country: The emotional discourse of migrant learners of Spanish 251
-
Section D: Cross-cultural affective conditioning factors in L2 learning
- 12 Music videos for fostering awareness of democratic culture in foreign language learning 275
- 13 Intercultural climate in university segregated classrooms: Language, emotions, and gender dynamics in Qatar’s higher education settings 295
- 14 Chinese EFL learners’ cognition of colour and colour-related emotional expressions in the case of red and blue 317
- Conclusions 341
- Index 347
