8 Catalan early readers prosodic characterization of a wh-question: traits of affectation
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Sara Recio-Pineda
Abstract
The melodic patterns of Catalan question statements (Font-Rotchés 2009) describe, through The Melodic Analysis of Speech method (MAS) (Cantero and Font-Rotchés 2009; Cantero and Font-Rotchés 2020), the contours used by competent speakers of this language when the communicative intention is to request an answer by the interlocutor. Considering this precedent, the Prosodic Analysis of Speech (Cantero 2019) completes and broadens the tonal dimension analysis by including paralinguistic features such as intensity and duration. Through this method, we will study the interaction and behavior of these dynamic, rhythmic and tonal patterns, their costructuration and functioning which help convey language expressivity. Our study focuses on the performance of a group of early readers whose reading competence could be considered as a reading interlanguage with specific characteristics. We carry out the multidimensional analysis of a partial question statement read by 24 learners and study the correlation of these three dimensions to describe the phenomena that occur when reading competence is limited. Our results throw clues of affectation and emphasis that could indicate the main characteristics of these readers’ interlanguage.
Abstract
The melodic patterns of Catalan question statements (Font-Rotchés 2009) describe, through The Melodic Analysis of Speech method (MAS) (Cantero and Font-Rotchés 2009; Cantero and Font-Rotchés 2020), the contours used by competent speakers of this language when the communicative intention is to request an answer by the interlocutor. Considering this precedent, the Prosodic Analysis of Speech (Cantero 2019) completes and broadens the tonal dimension analysis by including paralinguistic features such as intensity and duration. Through this method, we will study the interaction and behavior of these dynamic, rhythmic and tonal patterns, their costructuration and functioning which help convey language expressivity. Our study focuses on the performance of a group of early readers whose reading competence could be considered as a reading interlanguage with specific characteristics. We carry out the multidimensional analysis of a partial question statement read by 24 learners and study the correlation of these three dimensions to describe the phenomena that occur when reading competence is limited. Our results throw clues of affectation and emphasis that could indicate the main characteristics of these readers’ interlanguage.
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
