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.
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