Contents

Kapitel in diesem Buch

1. Frontmatter I
2. Contents V
3. List of figures IX
4. List of tables XV
5. Introduction: Affective language and prosody as a key 1
6. Section A: Approaches to learning and teaching prosody
7. 1 On the functional map of intonation in Spanish Foreign Language (SFL) teaching: is there a place for emotion? 11
8. 2 The effect of emotions on melodic patterns. A focus on Spanish learning 41
9. 3 Affect and emotional prosody in the foreign language classroom 61
10. Section B: Affectivity and prosody
11. 4 Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers 79
12. 5 Emotion and melodic features of emphasis in Spanish produced by Chinese speakers 105
13. 6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers 131
14. 7 The prosody of word stress realization as a possible sign of insecurity in the spontaneous speech of Hungarian learners of Spanish 157
15. 8 Catalan early readers prosodic characterization of a wh-question: traits of affectation 175
16. Section C: Emotional status of L2 learners
17. 9 Foreign language speaking anxiety and automatic speech recognition-based practice 213
18. 10 Facilitating oral skills and willingness to communicate in the L2 classroom: towards a music-and-emotion-mediated learning 229
19. 11 Feeling lonely in a new country: The emotional discourse of migrant learners of Spanish 251
20. Section D: Cross-cultural affective conditioning factors in L2 learning
21. 12 Music videos for fostering awareness of democratic culture in foreign language learning 275
22. 13 Intercultural climate in university segregated classrooms: Language, emotions, and gender dynamics in Qatar’s higher education settings 295
23. 14 Chinese EFL learners’ cognition of colour and colour-related emotional expressions in the case of red and blue 317
24. Conclusions 341
25. Index 347