Artículos de revistas
Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language
Fecha
2013-12Registro en:
Arana, Valeria Fernanda; Blázquez, Bettiana Andrea; Espinosa, Gonzalo Eduardo; Valls, Lucía Soledad; Analysing prosody and meaning in Spanish: implications for the teaching of English as a foreign language; Universidade Federal de Alagoas. Faculdade de Letras. Programa de Pós-Graduação em Letras e Linguística; Leitura; 2; 52; 12-2013; 207-226
2317-9945
CONICET Digital
CONICET
Autor
Arana, Valeria Fernanda
Blázquez, Bettiana Andrea
Espinosa, Gonzalo Eduardo
Valls, Lucía Soledad
Resumen
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*.