Pragmatics and Prosody in English Language Teaching

1. Front Matter

   Pages i-ix

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2. Introduction

   • Jesús Romero-Trillo

   Pages 1-6

3. Theoretical Approaches to the Teaching of Prosody

   1. Front Matter

      Pages 7-7

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4. Theoretical approaches to the teaching of Prosody

   1. Issues in the Acoustic Measurement of Rhythm

      • David Deterding

      Pages 9-24

   2. Prosody and Second Language Teaching: Lessons from L2 Speech Perception and Production Research

      • Angelos Lengeris

      Pages 25-40

   3. Factors Affecting the Perception and Production of L2 Prosody: Research Results and Their Implications for the Teaching of Foreign Languages

      • Thorsten Piske

      Pages 41-59

   4. Function vs. Form in Speech Prosody – Lessons from Experimental Research and Potential Implications for Teaching

      • Yi Xu

      Pages 61-76

   5. Prosodic Adaptation in Language Learning

      • Marie Nilsenová, Marc Swerts

      Pages 77-94

5. Pragmatics, Prosody and Communication

   1. Front Matter

      Pages 95-95

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6. Pragmatics, Prosody and communication

   1. Prosody and Meaning: Theory and Practice

      • Tim Wharton

      Pages 97-116

   2. Prosody and Feedback in Native and Non-native Speakers of English

      • Jesús Romero-Trillo, Jessica Newell

      Pages 117-131

   3. Early Prosodic Production: Pragmatic and Acoustic Analyses for L2 Language Learners

      • Heather L. Balog

      Pages 133-146

   4. Prosody in Conversation: Implications for Teaching English Pronunciation

      • Beatrice Szczepek Reed

      Pages 147-168

7. Pedagogical Implications for English Language Teaching

   1. Front Matter

      Pages 169-169

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8. Pedagogical implications for English Language Teaching

   1. Same but Different: The Pragmatic Potential of Native vs. Non-native Teachers’ Intonation in the EFL Classroom

      • Silvia Riesco-Bernier

      Pages 171-197

   2. The Pragmatic Function of Intonation: Cueing Agreement and Disagreement in Spoken English Discourse and Implications for ELT

      • Lucy Pickering, Guiling (Gloria) Hu, Amanda Baker

      Pages 199-218

   3. Trouble Spots in the Learning of English Intonation by Spanish Speakers. Tonality and Tonicity

      • Francisco Gutiérrez Díez

      Pages 219-230

   4. Teaching Prosody with a Pragmatic Orientation: A Synthesis

      • Jesús Romero-Trillo

      Pages 231-234

9. Back Matter

   Pages 235-249

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This volume explores the elusive subject of English prosody—the stress, rhythm and intonation of the language—, and its relevance for English language teaching. Its sharp focus will be especially welcomed by teachers of English to non-native speakers, but also by scholars and researchers interested in Applied Linguistics. The book examines key issues in the development of prosody and delves into the role of intonation in the construction of meaning. The contributions tackle difficult areas of intonation for language learners, providing a theoretical analysis of each stumbling block as well as a practical explanation for teachers and teacher trainers. The numerous issues dealt with in the book include stress and rhythm; tone units and information structure; intonation and pragmatic meaning; tonicity and markedness, etc... The authors have deployed speech analysis software to illustrate their examples as well as to encourage readers to carry out their own computerized prosodic analyses.

• Applied Linguistics
• ELT
• English language teaching
• Foreign language
• Intercultural Communication
• Phonetics
• Phonology
• Pragmatics
• Prosody
• Semantics

From the reviews:

“This book is mainly about prosody, its relationship with pragmatics, and the implications of this relationship for English language teaching, learning, and use. There is much in it that I recommend the book. … This book also draws out pedagogical implications relevant to teaching English and offers a platform for comparing native and non-native speech performance in the ELT context. … On the whole, this book offers a good example of critical scholarly engagement balanced with practical pedagogical recommendations.” (Christine C. M. Goh, ELT Journal, Vol. 68 (2), April, 2014)

• , Fac. de Filosofía y Letras, Uni. Autónoma de Madrid, Madrid, Spain

  Jesús Romero-Trillo

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