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En voz alta : = Prosodic Features of "Teacher Talk" in the Spanish Second Language Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	En voz alta :/
其他題名:	Prosodic Features of "Teacher Talk" in the Spanish Second Language Classroom.
作者:	Kuder, Emily E.
面頁冊數:	1 online resource (216 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Linguistics. -
電子資源:	click for full text (PQDT)
ISBN:	9780355043358

En voz alta : = Prosodic Features of "Teacher Talk" in the Spanish Second Language Classroom.
Kuder, Emily E.

En voz alta :Prosodic Features of "Teacher Talk" in the Spanish Second Language Classroom. - 1 online resource (216 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Research on "teacher talk" in second language (L2) classrooms has largely focused on qualitative descriptions of teaching styles, interactions between teachers and students, and student attitudes. The present study sheds light on didactic speech prosody by comparing student-directed speech (SDS) of teaching assistants (TAs) in the L2 classroom to the same individuals' conversational speech. Similar to modifications employed during accommodative speech styles, L2 teachers often modify pitch, rhythm and stress patterns when addressing students, though these tendencies have not been substantiated with classroom-based inquiry. This study contributes to our knowledge of SDS as it occurs in the L2 classroom by exploring naturally-occurring classroom speech data from different TAs of L2 Spanish throughout the course of an academic semester. Findings from quantitative analyses are garnished with qualitative evidence to elucidate explanations for differential prosodic adaptations used during SDS.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355043358Subjects--Topical Terms:

557829
Linguistics.
Index Terms--Genre/Form:

554714
Electronic books.

En voz alta : = Prosodic Features of "Teacher Talk" in the Spanish Second Language Classroom.
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500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Advisers: Rajiv Rao; Catherine Stafford.
502 $a Thesis (Ph.D.) $c The University of Wisconsin - Madison $d 2017.
504 $a Includes bibliographical references
520 $a Research on "teacher talk" in second language (L2) classrooms has largely focused on qualitative descriptions of teaching styles, interactions between teachers and students, and student attitudes. The present study sheds light on didactic speech prosody by comparing student-directed speech (SDS) of teaching assistants (TAs) in the L2 classroom to the same individuals' conversational speech. Similar to modifications employed during accommodative speech styles, L2 teachers often modify pitch, rhythm and stress patterns when addressing students, though these tendencies have not been substantiated with classroom-based inquiry. This study contributes to our knowledge of SDS as it occurs in the L2 classroom by exploring naturally-occurring classroom speech data from different TAs of L2 Spanish throughout the course of an academic semester. Findings from quantitative analyses are garnished with qualitative evidence to elucidate explanations for differential prosodic adaptations used during SDS.
520 $a Participants were two native and two near-native speaker TAs of third semester Spanish at a large Midwestern research university. Praat (Boersma & Weenink 2013) software was used to measure duration, intensity, fundamental frequency mean and range, F0 peak frequency, boundary pitch movement, and rhetorical stress, and SAS studio was used to determine statistical significance. Consistent with the findings from previous research, the TAs used greater acoustic emphasis during didactic speech compared to conversational speech overall, although the type and degree of prosodic modifications depended upon a number of factors which were elucidated through background questionnaires and follow-up interviews. Variation was influenced by the purpose of utterances, discourse cues, pragmatic messages, emotion, attitude, TA nativeness in the target language, L2 teacher training and prior teaching experience, familiarity with the course of instruction and student body, and time in the semester. Novel findings were attributed to the mixed methods research design, the naturalistic setting of data elicitation, and the longitudinal design. This study informs future studies on didactic speech, while also providing an empirical basis for research on the influence of prosodic modifications on student learning. Thus, the study stimulates advancements in teacher education and training.
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