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Efectos pragmáticos de transferencias prosódicas del sueco al español L2: implicaciones para la clase de español lengua extranjera
Umeå University, Faculty of Arts, Department of language studies.ORCID iD: 0000-0002-9898-0670
2015 (Spanish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [es]

La presente tesis tiene por objetivo identificar para la enseñanza del español una serie de características prosódicas que son comunicativamente importantes. El trabajo también se propone poner de relieve el papel central de la prosodia en la comunicación, así como la necesidad de incorporar esta destreza en las competencias comunicativas de la enseñanza de lenguas extranjeras. La tesis integra una colección de cinco estudios, tres de los cuales realizados con un enfoque empírico experimental y dedicados a los temas siguientes: (a) las diferencias en la realización de prominencia prosódica por parte de hablantes de español L2 y español L1 (Estudio I), (b) la transferencia de estrategias pragmáticas del sueco L1 al español L2, manifestada en la realización de los tonos de frontera ascendentes (Estudio II), y (c) la contribución de rasgos prosódicos al acento extranjero percibido en hablantes suecos de español L2 con especial atención al rol desempeñado por los tonos de frontera ascendentes y sus correspondientes valores pragmáticos (Estudio III). El objetivo de estos tres estudios es, por un lado, identificar cuáles son las características prosódicas más importantes para conseguir una interacción exitosa en la L2 y, por el otro, investigar en qué medida estas características han sido adquiridas por los aprendientes investigados. Estudio IV resalta que, a pesar del enfoque comunicativo en la enseñanza LE, se abordan los aspectos suprasegmentales en el currículo sueco así como en los cinco libros de enseñanza E/LE analizados como una competencia aislada que no está integrada en la competencia comunicativa. El Estudio V, al combinar los resultados de los Estudios I-III con los de otros estudios temáticamente relevantes, busca identificar unas características principales, unos Core Prosodic Features, para la enseñanza de la prosodia española a los aprendientes suecos. El estudio recomienda un enfoque basado en la atención a la forma para la enseñanza de estas características en contextos interaccionales.

Abstract [en]

This thesis sets out to identify a series of communicatively important prosodic features for the teaching of Spanish in a Swedish context. The present work also aims to highlight both the central role played by prosody in communication and the need for this skill to be integrated in the communicative competences of second language teaching and learning. The thesis comprises a collection of five studies, three of which use an experimental approach to investigate the following: (a) differences in the realization of prosodic prominence by L2 and L1 speakers of Spanish (Study I); (b) the transfer of pragmatic strategies from L1 Swedish to L2 Spanish, manifested in the realization of rising boundary tones (Study II); and (c) the contribution of the type of L2 prosody displayed by Swedish learners to a percieved foreign accent, focusing, focusing especially on the role played by rising boundary tones and their pragmatic values  (Study III). These initial studies describe some of the main prosodic characteristics of the L2 product as compared to Spanish L1, and identify prosodic features of Spanish L1 that are of importance to acquire for interactional success in the L2. Study IV highlights the fact that, despite the emphasis on a communicative approach in L2 teaching, the approach to the teaching of prosody in the Swedish curriculum and the L2 Spanish text books studied tends to be addressed as a separate skill, that is not integrated in the descriptions of the communicative competences. Study V, by combining the results of Studies I-III with those of other thematically relevant studies, proposes some main features, so-called Core Prosodic Features (CPFs), for the teaching of Spanish prosody to Swedish learners. The identification of the CPFs also enables a future evaluation of the form-focused teaching approach suggested.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2015. , 58 p.
Series
Umeå studies in language and literature, 30
Keyword [en]
prosody, L2 acquisition, sociopragmatic interacctional perspective, phonetics, L2 teaching and learning, form-focused interacctional approach
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
URN: urn:nbn:se:umu:diva-107725ISBN: 978-91-7601-279-6 (print)OAI: oai:DiVA.org:umu-107725DiVA: diva2:849201
Public defence
2015-10-06, Hörsal E, Humanisthuset, Umeå, 13:15 (English)
Opponent
Supervisors
Available from: 2015-09-15 Created: 2015-08-27 Last updated: 2015-11-04Bibliographically approved
List of papers
1. Patterns of Prominence in Swedish Second Language (L2) Speakers and Native (L1) Speakers of Spanish: Spontaneous Dialogue versus Read Text
Open this publication in new window or tab >>Patterns of Prominence in Swedish Second Language (L2) Speakers and Native (L1) Speakers of Spanish: Spontaneous Dialogue versus Read Text
2013 (English)In: Studies in Hispanic and Lusophone Linguistics, ISSN 1939-0238, Vol. 6, no 2, 203-246 p.Article in journal (Refereed) Published
Abstract [en]

This study aims to describe and analyze prosodic differences in prominence realization in both spontaneous and read speech produced by Swedish second language speakers (L2 speakers) in comparison with native speakers (L1 speakers) of Spanish. A further aim of the study is to provide concrete descriptions of the differences between L2 and L1 prominence realization that may serve as tools for language teachers. Phonetic, phonological and to some extent pragmatic aspects will be considered. Results show that the F0 (fundamental frequency) rises in prominent words are steeper and faster in native speech than in L2 speech. Results also show that stressed vowels have longer duration in prominent words in L2 than in L1 Spanish. The number of boundary rises used by both groups differed significantly according to task and group. Pragmatic aspects, such as the use of different intersubjectivity seeking strategies, might explain differences found exclusively in the spontaneous task.

Keyword
second language acquisition, intonation, adquisición de lenguas extranjeras, entonación
National Category
General Language Studies and Linguistics Didactics
Identifiers
urn:nbn:se:umu:diva-84093 (URN)
Available from: 2013-12-16 Created: 2013-12-16 Last updated: 2017-12-06Bibliographically approved
2. Boundary tones in non-native speech: The transfer of pragmatic strategies from L1 Swedish into L2 Spanish
Open this publication in new window or tab >>Boundary tones in non-native speech: The transfer of pragmatic strategies from L1 Swedish into L2 Spanish
2014 (English)In: Intercultural Pragmatics, ISSN 1612-295X, E-ISSN 1613-365X, Vol. 11, no 2, 159-198 p.Article in journal (Refereed) Published
Abstract [en]

The pragmatic functions of pitch at tone unit boundaries are studied in L2 Spanish spoken by Swedish learners, as compared to L1 Swedish and L1 Spanish. The data are recordings of a task in which the subjects - 10 learners of Spanish and 13 native controls - make a restaurant booking on the phone in Spanish, and the Swedish subjects also perform this task in their L1. The tone unit boundary rises and falls produced have been analyzed with special focus on rises and their accompanying vowel duration patterns. The turn-regulating functions of signaling turn-continuation vs. transition-relevance are contrasted with intersubjectivity-regulating signals, namely (non-) prompts for information and ( non-) prompts for interpersonal acceptance. Since open-ended yes/no-questions are signaled by rises in Spanish, though not in Swedish, and since declaratives carrying a positive politeness value tend to end in rises (the "tail flick") in Swedish, though not in Spanish, various types of potential negative transfer could be predicted for Swedish learners' L2 Spanish. It is shown that L1 Spanish speakers consistently use moderate rises for turn-keeping and high rises for information-seeking, and that this pattern has no equivalence in the L2 Spanish data. Conversely, rises in L2 Spanish frequently occur where L1 Spanish speakers prefer falls. These rises, interpreted as "tail flicks,"also occur in L1 Swedish, but they are far more frequent in the L2 Spanish data. Thus, clear transfer patterns are found, which are further reinforced by - insecurity effects due to L2 speaking.

Keyword
second language acquisition, pragmatics of prosody, prosodic transfer, intersubjectivity, boundary tones
National Category
Specific Languages
Identifiers
urn:nbn:se:umu:diva-91145 (URN)10.1515/ip-2014-0008 (DOI)000337112400001 ()
Available from: 2014-07-17 Created: 2014-07-15 Last updated: 2017-12-05Bibliographically approved
3. ¿Cómo percibe el hablante nativo los tonos de frontera producidos por aprendientes de español?: Efectos pragmáticos de la transferencia prosódica del sueco al español
Open this publication in new window or tab >>¿Cómo percibe el hablante nativo los tonos de frontera producidos por aprendientes de español?: Efectos pragmáticos de la transferencia prosódica del sueco al español
2015 (Spanish)In: Onomazein, ISSN 0717-1285, E-ISSN 0718-5758, no 32, 11-36 p.Article in journal (Refereed) Published
Abstract [en]

The paper investigates possible communicative effects caused by transfer from Swedish into L2 Spanish of prosodic patterns manifested in rising boundary tones, as occurring in the speech act of "requests". More specifically it studies whether there is any difference between transactional (+/-request for information) and interpersonal values (+/-value of friendliness) perceived in boundary tones produced in EL1, EL2 and SL1, depending on whether the evaluator is Spanish, Chilean or Swedish respectively. It also discusses whether these differences affect the valuation of the utterance in a way that may interfere with communication. The results show that the realisation of the rising boundary tones is the feature that mostly contributes to the foreign accent of Spanish spoken by Swedes. The results also show that the intersubjective value associated with a rising boundary tone is negatively affected when the intonational features of L2 Spanish do not match those of Spanish L1. Different discursive preferences in the Spanish and Swedish L1 are proposed as explanations to these results. The study finally suggests that teachers of Spanish as L2 pay attention to suprasegmental features that carry important pragmatic values, since the acquisition of these patterns can be of relevance for successful interaction with native speakers.

Abstract [es]

El trabajo investiga posibles efectos comunicativos debidos a una transferencia del sueco al español L2 de patrones prosódicos manifestados en los tonos de frontera ascendentes, tal como ocurren en el acto de habla “petición”. Más específicamente, se estudia si hay alguna diferencia entre los valores transaccionales (+/-solicitud de información) e interpersonales (+/-valor de amabilidad) percibidos en los ascensos producidos en los tonos de frontera del español nativo (EL1), del español lengua extranjera (EL2) y del sueco nativo (SL1), dependiendo de si el evaluador es español, chileno o sueco, respectivamente. También discutimos si tales diferencias afectan la valoración del enunciado de una manera que pueda interferir en la comunicación. Los resultados demuestran que el valor intersubjetivo asociado al ascenso del tono de frontera difiere entre el español chileno y peninsular. Demuestran además que el valor asociado al ascenso es negativamente afectado cuando las características prosódicas del español L2 no coinciden con las del español L1, tanto en el español chileno como en el peninsular. Diferentes preferencias discursivas en el español y sueco L1 son propuestas como explicación a los resultados. Se propone finalmente que los profesores de ELE en su enseñanza presten atención a las características suprasegmentales que sean portadores de importantes valores pragmáticos, ya que estos pueden ser de relevancia para una interacción exitosa con el hablante nativo.

Place, publisher, year, edition, pages
Santiago de Chile: Pontificia Universidad Católica de Chile, 2015
Keyword
boundary tones, interaccional perspective, L2 Spanish, prosodic transfer, tonos de frontera, perspectiva interaccional, español L2, transferencia prosódica
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-107716 (URN)10.7764/onomazein.32.2 (DOI)000376027900002 ()
Note

Title in English: How do native speakers perceive boundary tones produced by L2 speakers of Spanish? Pragmatic effects of prosodic transfer from Swedish into Spanish

Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2017-12-04Bibliographically approved
4. Prosody in the Foreign Language Classroom, Always Present Rarely Practised?
Open this publication in new window or tab >>Prosody in the Foreign Language Classroom, Always Present Rarely Practised?
2014 (English)In: Journal of Linguistics and Language Teaching, ISSN 2190-4677, E-ISSN 2190-4677, Vol. 5, no 2, 207-225 p.Article in journal (Refereed) Published
Abstract [en]

The aim of the present paper is to highlight the central role that prosody plays for communication and to motivate the attention that arguably should be given to prosody within the foreign language classroom. The paper presents an overview of research addressing the communicative aspects of prosody, particularly focussing on L2 prosody and how classroom practice could be informed by current research. It also addresses bias from written language as one of the main explanations to the lack of attention paid to prosody in the language classroom and aims to highlight prosodic aspects of oral language that are not so much found in writing and that, due to our strong tradition of teaching languages through writing, run the risk of being forgotten. Spanish as a foreign language in a Swedish educational setting is focused upon, and the frameworks used to guide teachers’ practice, the CEFR and the curriculum, together with textbooks currently used in this setting, are analysed.

Abstract [es]

El objetivo de este trabajo es poner de relieve el papel central que desempeña la prosodia para la comunicación y motivar la atención que sin duda merecen los rasgos prosódicos en la clase de lenguas extranjeras. El artículo presenta un resumen de la investigación que aborde los aspectos comunicativos de la prosodia, sobre todo centrándose en la prosodia L2 y cómo podría ser informada la práctica en el aula por la investigación actual. También aborda el sesgo de lengua escrita como una de las principales explicaciones a la falta de atención prestada a la prosodia en la clase de lengua y pone de relieve los aspectos prosódicos de la lengua oral que no se encuentran tanto en la escritura y que, debido a nuestra fuerte tradición de enseñar idiomas a través de la escritura, corren el riesgo de ser olvidados. Se presta atención especial al español como lengua extranjera en un entorno educativo sueco, y se analizan los marcos utilizados para guiar la práctica docente, el CEFR y el currículo junto con los libros de texto utilizados en la actualidad en este entorno.

Keyword
L2 prosody, language teaching, bias from written language, CEFR, prosodia L2, enseñanza de idiomas, sesgo de lengua escrita, CEFR
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-101033 (URN)
Available from: 2015-03-18 Created: 2015-03-18 Last updated: 2017-12-04Bibliographically approved
5. Core Prosodic Features for the Teaching of Spanish Prosody to Speakers of Swedish
Open this publication in new window or tab >>Core Prosodic Features for the Teaching of Spanish Prosody to Speakers of Swedish
2016 (English)In: Journal of Spanish Language Teaching, ISSN 2324-7797, E-ISSN 2324-7800, Vol. 3, no 1, 44-56 p.Article in journal (Refereed) Published
Abstract [en]

Based on previous research, this paper aims to provide thefirst stepstowards a model for the teaching of Spanish prosody to Swedishlearners by identifying main prosodic characteristics, referred to asCoreProsodic Features(CPFs), for the teaching of Spanish in a Swedish setting.The study addresses salient prosodic features of L1 Spanish in comparisonto L1 Swedish, and discusses whether the Swedish L1 features are likely tobe transferred into L2 Spanish. Another central issue of the paper iswhether such transfer is likely to interfere with communication. ThreeProsodic Core Features are identified: (1) focal-accent location, (2) vowelduration patterns, and (3) prosodic patterns in rising boundary tones.

Abstract [es]

El presente trabajo propone establecer una primera etapa en el desarrollo deun modelo para la enseñanza de la prosodia del español a estudiantessuecos, y su principal objetivo es el de identificar una serie decaracterísticas prosódicas fundamentales—Core Prosodic Features(CPFs)—relevantes para la enseñanza del español en un contexto suecohablante.Debido a su transcendencia comunicativa, es necesario prestar especialatención a todos estos rasgos en la enseñanza del español como lenguaextranjera. Se identifican tres características: (1) la colocación del acentofocal a nivel sintagmático, (2) los patrones de duración vocálica y (3) lospatrones prosódicos relativos a los tonos de frontera.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keyword
L2 prosody, L2 Spanish Language Teaching, Core Spanish, L2 teaching, prosodia en una L2, enseñanza del español como L2, didáctica de una L2
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-107717 (URN)10.1080/23247797.2016.1166881 (DOI)
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2017-12-04Bibliographically approved

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