Second Language Teacher Prosody focuses on the prosodic characteristics of input in L2 Spanish classrooms.
Readers are led through descriptions and interpretations of prosodic behaviors based upon teachers’ training and experience, their native or near-native speaker status, and their own comments about their teaching. The analysis culminates with several key discoveries and methodological implications with regard to didactic prosody, research design and methodology, and data interpretation. The conclusion offers future lines of research on SDS prosody including reception studies exploring the relative salience and effectiveness of prosodic cues. Educators can intentionally utilize these tools to achieve pedagogical goals.
This book will be of interest to scholars in Applied Linguistics and Instructed Second Language Acquisition.
Table of Contents
1. The garnish to our words 2. Directing Attention 3. Didactic Speech Accommodation and Modification 4. Participants and Procedures 5. Prosodic Correlates of SDS 6. Individual Differences and Prosodic Changes Over Time 7. Conclusions, Implications, and Future Research
Emily Kuder is Visiting Assistant Professor of Hispanic Studies at Connecticut College, USA. Dr. Kuder specializes in phonetics and phonology, particularly suprasegmental analysis, as well as second language teaching and learning. She received her PhD from the University of Wisconsin-Madison in 2017 and is author of a forthcoming article entitled "Rhetorical Stress in Spanish Second Language Classroom Instruction" to be published in Hispania. Dr. Kuder has also authored a chapter in the fifth edition of "Teaching Students with Language and Communication Disabilities" by Dr. Sydney Jay Kuder and is co-author of "Research on Heritage Spanish Phonetics and Phonology: Pedagogical and Curricular Implications" with Dr. Rajiv Rao published in the Journal of New Approaches in Educational Research.