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Pragmatics and Prosody in English Language Teaching Educational Linguistics Volume 15 General Editors: Leo van Lier Monterey Institute of International Studies, U.S.A Francis M Hult University of Texas at San Antonio, U.S.A Editorial Board: Marilda C Cavalcanti Universidade Estadual de Campinas, Brazil Hilary Janks University of Witwatersrand, South Africa Claire Kramsch University of California, Berkeley, U.S.A Alastair Pennycook University of Technology, Sydney, Australia The Educational Linguistics book series focuses on work that is: innovative, trans-disciplinary, contextualized and critical In our compartmentalized world of diverse academic fields and disciplines there is a constant tendency to specialize more and more In academic institutions, at conferences, in journals, and in publications the crossing of disciplinary boundaries is often discouraged This series is based on the idea that there is a need for studies that break barriers It is dedicated to innovative studies of language use and language learning in educational settings worldwide It provides a forum for work that crosses traditional boundaries between theory and practice, between micro and macro, and between native, second and foreign language education The series also promotes critical work that aims to challenge current practices and offers practical, substantive improvements For further volumes: http://www.springer.com/series/5894 Jesús Romero-Trillo Editor Pragmatics and Prosody in English Language Teaching Editor Jesús Romero-Trillo Facultad de Filosofía y Letras Universidad Autónoma de Madrid C/Francisco Tomás y Valiente Madrid, Madrid Spain ISSN 1572-0292 ISBN 978-94-007-3882-9 e-ISBN 978-94-007-3883-6 DOI 10.1007/978-94-007-3883-6 Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2012933584 © Springer Science+Business Media Dordrecht 2012 This work is subject to copyright All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer Permissions for use may be obtained through RightsLink at the Copyright Clearance Center Violations are liable to prosecution under the respective Copyright Law The use of general descriptive names, registered names, trademarks, service marks, etc in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made The publisher makes no warranty, express or implied, with respect to the material contained herein Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Contents Introduction Jesús Romero-Trillo Part I Theoretical Approaches to the Teaching of Prosody Issues in the Acoustic Measurement of Rhythm David Deterding Prosody and Second Language Teaching: Lessons from L2 Speech Perception and Production Research Angelos Lengeris Factors Affecting the Perception and Production of L2 Prosody: Research Results and Their Implications for the Teaching of Foreign Languages Thorsten Piske Function vs Form in Speech Prosody – Lessons from Experimental Research and Potential Implications for Teaching Yi Xu Prosodic Adaptation in Language Learning Marie Nilsenová and Marc Swerts Part II 25 41 61 77 Pragmatics, Prosody and Communication Prosody and Meaning: Theory and Practice Tim Wharton 97 Prosody and Feedback in Native and Non-native Speakers of English 117 Jesús Romero-Trillo and Jessica Newell v vi Contents Early Prosodic Production: Pragmatic and Acoustic Analyses for L2 Language Learners 133 Heather L Balog 10 Prosody in Conversation: Implications for Teaching English Pronunciation 147 Beatrice Szczepek Reed Part III Pedagogical Implications for English Language Teaching 11 Same but Different: The Pragmatic Potential of Native vs Non-native Teachers’ Intonation in the EFL Classroom 171 Silvia Riesco-Bernier 12 The Pragmatic Function of Intonation: Cueing Agreement and Disagreement in Spoken English Discourse and Implications for ELT 199 Lucy Pickering, Guiling (Gloria) Hu, and Amanda Baker 13 Trouble Spots in the Learning of English Intonation by Spanish Speakers Tonality and Tonicity 219 Francisco Gutiérrez Díez 14 Teaching Prosody with a Pragmatic Orientation: A Synthesis 231 Jesús Romero-Trillo Author Index 235 Subject Index 245 Contributors Amanda Baker is a Lecturer in TESOL in the Faculty of Education at the University of Wollongong, Australia Her research interests focus on second language learning and teaching, including prosodic analyses of L2 speech, pronunciation pedagogy, oral communication pedagogy, classroom research and teacher education Heather L Balog is an Assistant Professor in the Department of Communication Sciences and Disorders at Wayne State University in Detroit, MI Her research focuses on the intonation production characteristics in young children and how these characteristics relate to pragmatic aspects of language development such as communicative intentions David Deterding is an Associate Professor in the Faculty of Arts and Social Sciences at the University of Brunei Darussalam, where he teaches phonetics, grammar, Chinese-English translation, research methods and introductory linguistics His research has focused on the acoustic measurement of speech, the pronunciation of Malay, and a description of English in East Asia, especially the varieties spoken in Singapore, China, Hong Kong and Brunei His most recent book is Singapore English, published by Edinburgh University Press in 2007 Francisco Gutiérrez Díez obtained his Ph.D in English Philology from the University of Barcelona and is Professor of English Philology at the Faculty of Arts (University of Murcia) His research interests are the application of comparative phonetics to language teaching/learning) He is an expert member of the Language Policy Committee of the World Animal Health Organization (OIE) and was the linguistic coordinator of the translation into Spanish of the Manual of diagnostic tests and vaccines for terrestrial animals (OIE, Paris, 2004), and the Manual of diagnostic tests for aquatic animals (OIE, Paris, 2006) Guiling (Gloria) Hu received her Ph.D from the Department of Applied Linguistics & ESL at the Georgia State University in 2009 Her research interests include second language acquisition, cross-linguistic study of prosody, sociolinguistics, and psycholinguistics She is currently working at the National Foreign Language Center of the University of Maryland vii viii Contributors Angelos Lengeris, Ph.D University College London, is a postdoctoral researcher at the Aristotle University of Thessaloniki, Greece His research interests include speech perception and production, acoustic phonetics, the acquisition of L2 intonation, and computer-assisted training for L2 learners Jessica Newell is currently an instructor at Johns Hopkins University Center for Talented Youth teaching Cognitive Psychology She has studied language, communication, attraction, and motivation and has worked in several different research laboratories (both in Spain and the USA) She has an expressed interest in communication and what motivates individuals She earned her B.A (Psychology) and M.A (Experimental Research) at Cleveland State University graduating summa cum laude in 2011 Marie Nilsenová is an assistant professor in the Department of Communication and Information Sciences at the Tilburg University Her past research focused on the semantics of prosody, in particular the use of intonation as a cue to various social traits In her current work, she is exploring individual differences in the perception of pitch and their effect on phoneme categorization and emotion identification Lucy Pickering is an Associate Professor in the Department of Literature and Languages at Texas A&M-Commerce and is the director of the Applied Linguistics Laboratory She received her Ph.D from the University of Florida in 1999 Her research interests include the applications of speech analysis to discourse analysis, the cross-linguistic transfer of prosodic features and the teaching of intonation in EFL Thorsten Piske, Ph.D Kiel University, is professor and chair of Teaching English as a Foreign Language at the Friedrich-Alexander-University of Erlangen-Nuremberg His research focuses on first and second language acquisition and on bilingual education He has published studies on the production and perception of first and second language speech sounds and on the effectiveness of bilingual programs in preschools and elementary schools Beatrice Szczepek Reed is a Lecturer in Language Education in the Department of Education at the University of York, UK She has published widely in the areas of Conversation Analysis, prosody in interaction, and English speaking skills and pronunciation She is also the author of the textbook Analysing Conversation: An Introduction to Prosody (Palgrave, 2010) Silvia Riesco-Bernier holds a permanent position at the Official Language School in Madrid as an English teacher and EFL teacher-trainer She gained a Ph.D in Applied Linguistics in 2007 and has been teaching phonetics and phonology at Universidad Autónoma de Madrid She is the coordinator of CLAN project and is a member of the editorial board of TESOL-Spain, Classroom Discourse and Journal of Multicultural Discourses Jesús Romero-Trillo is an Associate Professor in the Department of English Philology at Universidad Autónoma de Madrid He specializes in the pragmatics-intonation interface in English conversations The Editor-in-Chief of the ‘Yearbook of Corpus Contributors ix Linguistics and Pragmatics’ (Springer) He is also a member of the editorial board of Journal of Pragmatics and has been the Review Editor of the journal Intercultural Pragmatics since its inception He has edited the volume Pragmatics and Corpus Linguistics: A Mutualistic Entente, (Mouton de Gruyter 2008), and is the director of the CLAN (Corpus of Language and Nature) Project Marc Swerts is a full professor in the Department of Communication and Information Sciences at the Tilburg University He is specialized in research on communicative functions of audiovisual prosody in speech and explores the perception of audiovisual cues in different age groups and cultures, both in human-human and human-computer interactions, and their utilization in first and second language acquisition In recent projects, he has been focusing on the role of prosody in autism and as a potential cue to depression Tim Wharton is based at Kingston University His research focuses on ‘natural’ communicative behaviours and his main theses outlined in a 2009 book Prior to his academic career, he was a singer-songwriter and has written and recorded a number of songs still used as teaching resources around the world for those learning English as a foreign language Yi Xu, Reader in Speech Science at University College London, UK Ph D in Linguistics from the University of Connecticut, USA, Postdoc at MIT and Assistant Professor at Northwestern University He has published widely since 1986, covering topics on the production, perception and theoretical modeling of tone, intonation, segment and the syllable 234 J Romero-Trillo their speech and compare it with model sequences previously uploaded by their teachers These recordings can start with isolated utterances focusing on features of stress, rhythm or intonation Nevertheless, it is very important that contextualized chunks be analysed for pragmatic features, with comparable examples in which students can identify meanings only realized through prosody The repetition and analysis of these sequences is fundamental for the proper development of pragmatic competence As in all educational practices, the role of the teachers is essential and their knowledge of English prosody and the learners’ first language prosody could be a crucial asset The teachers’ practical performance in class with a careful production of prosodic patterns can also often illustrate English prosody better than textbooks For instance, some studies have shown that native teachers have a wider choice of tone sequences than non-natives, which results in a higher exposure to a greater variety of tones for different pragmatic meanings The awareness of the multifaceted correspondence between tones and meanings in context will help non-native teachers increase their prosodic competence and have a more native-like performance For instance, this relationship is especially noticeable in pitch concord and in the capacity to liaise pragmatic meanings in turn-taking A careful practice for basic discourse functions like agreeing – expressed with pitch concord – and disagreeing – expressed without pitch concord – can help learners feel more at ease in casual conversation, as they will be attentive not only to the words expressed by the interlocutor to show (dis)agreement, but also to the pitch concord which, sometimes, could be the determinant for correct understanding Another clear example is the teaching of tonality – the division of speech in meaningful segments – as for instance in the practice of relative clauses (finite and non-finite) and for final vocatives (often used in classroom context to draw the students’ attention) A meticulous division of speech into tone units will make learners identify prosodic chunks with units of meaning, which are marked with the tonic elements that weave the meaning progression through the interaction As this volume has shown, the students’ awareness of how meaning is paved with prosodic choices that constitute cognitive and tonic stepping-stones is vital for their linguistic competence In fact, in order to guarantee communication in real contexts, students and teachers have to implement the – often – unattended synergy of pragmatics and prosody Both disciplines face communicative challenges from different but complementary perspectives: the acoustics and intentions in a given context As all speakers know, judging someone’s intentions by just the words without paying heed to his or her ‘way of saying’ is impossible or daring in real life Likewise, guessing someone’s intentions just by prosody without considering the exact words and context would be unwise To sum up, this volume has delved into the symbiosis of pragmatics and prosody within the English teaching context and has shown the challenges and possibilities of applying current theoretical advances to the improvement of learners’ communicative skills Author Index A Abberton, E., 32 Abercrombie, D.B., Acton, W., 215 Adolphs, S., Aijmer, K., 121 Akahane-Yamada, R., 31 Akker, E., 199 Allen, G.D., 86, 137 Altmann, G.T.M., 173 Anderson-Hsieh, J., 25, 32 Anderson, L., 203 Andruski, J.E., 28 Archibald, J., 28 Armstrong, L.C., 177, 189 Arnold, G.F., 66, 72, 149, 173, 177, 188, 189, 224 Asher, J., 29 Aslin, R.N., 28 Asu, E.L., 11 Atoye, R.O., 61, 72 Atterer, M., 29, 81 Auer, P., 156 Austin, C.M., 174 Austin, J.L., 171, 172, 176 Avesani, C., 81, 83 Ayers, G.M., 142 Ayoama, K., 46 B Babel, M., 88 Bachman, L., 113 Backman, N.E., 28 Baker, A., 5, 199 Baker, W., 25, 30, 140 Balog, H.L., 4, 133–144 Banse, R., 174 Barden, B., 163 Bargh, J.A., 85, 87–89 Barkow, J., 105 Barnes, S., 191 Barnett, R.K., 173, 174, 189 Barrett, C., 173, 174 Barry, W.J., 11 Barth-Weingarten, D., 148 Bassetti, B., 53 Bates, E., 134, 172, 174 Bauer, H.R., 136 Bauman, R., 172 Bavelas, J.B., 88 Beckman, M.E., 142 Benton, M., 11 Bergmann, J.R., 163 Bernieri, F.J., 85 Beskow, J., 32 Best, C.T., 28, 85 Betz, E., 148 Bialystok, E., 51 Birdsong, D., 51 Black, A., 88 Blakemore, D., 98, 105, 109 Blanc, M.H.A., 42 Blossom, M., 78 Boersma, P., 2, 14, 16, 32, 90, 123, 141, 144 Bohn, O.-S., 48 Bolinger, D., 33, 66, 72, 79, 98, 99, 103, 110, 119, 214 Bond, Z.S., 11 Bongaerts, T., 27, 44 Boothroyd, A., 155 Bot, K., 32 Bowler, B., 150, 152 Bowles, H., 147 J Romero-Trillo (ed.), Pragmatics and Prosody in English Language Teaching, Educational Linguistics 15, DOI 10.1007/978-94-007-3883-6, © Springer Science+Business Media Dordrecht 2012 235 236 Boysson-Bardies, B., 85, 138, 139, 142, 174 Bradlow, A.R., 31 Branigan, H.P., 89 Brazil, D., 1, 33, 98, 119, 151, 172, 177, 189, 199, 201, 224 Brenneise-Sarshad, R., 85 Brent, M.R., 78 Brinton, D.M., 20, 25 Broadbent, M., 85 Bro, J., 204 Brown, A., 10 Brown, G., 129 Brown, M., 65 Brown, R., 177 Bruce, G., 81 Bruner, J.S., 172 Brutten, G.J., 191 Bryant, G., 173, 174 Burnham, D., 28, 53 Burns, E.M., 143 Busnel, M.C., 173 Butler, Y.G., 43 Bybee, J., 148 Bygate, M., 162 C Canale, M., 113 Cansin, D., 30 Cantarutti, M., 112 Cargile, A.C., 42 Carney, A.E., 31 Carpenter, R.L., 135 Carston, R., 98, 105 Casasanto, D., 88 Caspers, J., 65 Cauldwell, R., 199 Cebrian, J., 28, 30 Celce-Murcia, M., 20, 25, 113 Cenoz, J., 190 Chafe, W., 150, 173, 177, 199 Chambers, F., 162 Chang, H.W., 174 Chang, Y.-C., 28 Chao, Y.R., 62 Chartrand, T.L., 85, 87, 88 Chen, A., 98, 100, 110 Chen, F., 203 Cheng, C.M., 87 Chen, S.-w., 68, 72 Chen, Y., 68 Chevallier, C., 104 Chun, D.M., 32, 33, 199, 215 Author Index Chung, L., 73 Clancy, B., Clark, B., 98, 108, 109 Clark, J.J., 28 Clements, G.N., 62 Coffey-Corina, S., 28 Coggins, T.E., 135 Cohen, A.A., 81, 205 Cohen, A.D., 171 Collier, R., 81 Conboy, B.T., 28 Cooper, M., 85 Cooper, W.E., 69, 70, 120, 173 Corrin, J., 159 Cosmides, L., 105 Costa, A., 89 Coulston, R., 86 Coulthard, M., 176 Couper-Kuhlen, E., 111, 147–149, 151, 152, 155, 156, 162, 199–201, 205, 214, 224 Crooks, A., 61, 72 Cruttenden, A., 20, 72, 83, 118, 141–143, 149, 161, 174, 177, 189, 219, 227 Crystal, D., 9, 10, 20, 21, 66, 72, 142, 149, 161, 177, 219 Cumming, S., 150 Cummins, F., 10 Cunningham, S., 150, 152 Currie, K.L., 72 Cutler, A., 199 D Dagan, K., 88 Dahan, D., 199 Dalton, C., 150, 161 Dalton-Puffer, C., 161 Dankovicˇová, J., 11, 61 Darves, C., 86 DaSilva Iddings, A.C., 162 Davidson, J., 200 Davis, B.L., 138 De Bot, K., 32 de Boysson-Bardies, B., 138, 139, 142 DeCasper, A.J., 173 Dechongkit, S., 62 Dehé, N., 148 De Jong, K., 120 Delack, J.B., 136 Dellwo, V., 11 DePaolis, R.A., 137, 138, 142 De Pauw, G., 81 de Ruiter, J.P., 155 Author Index Derwing, T.M., 25, 42, 43, 45–48, 54 Desjardins, R.N., 174 Deterding, D., 3, 9–22 Diesch, E., 28 Dijksterhuis, A., 89 Dilley, L.C., 65 D’Imperio, M., 81 Dittmann, A.T., 122 Dittmann, S., 31 Dittrich, H., 86, 89 Dockendorf, L., 11 D’Odorico, L., 135–137, 141 Dore, J., 135, 172, 174, 188 Dörnyei, Z., 20, 25, 113 Du Bois, J.W., 150 Duncan, S., 122 Dunn, J., 85 Dupoux, E., 28 E Eady, S.J., 69, 70, 120 Edlund, J., 174 Edmondson, J.A., 11 Eefting, W., 120, 188 Eilers, R.E., 135 Eimas, P.D., 28 Ekman, P., 101, 111 Elliott, A.R., 30 Enfield, N.J., 155, 160 Ernst, G., 176 Escandell-Vidal, V., 98, 109 Evans, B.G., 28, 31 F Fang, Q., 203 Faulkner, A., 31 Fenghui, Z., 118 Ferguson, C., 173 Fernald, A., 85, 173, 174, 192 Fernández Agüero, M., 123 Field, J., 21 Firth, A., 162 Flax, J., 155 Flege, J.E., 26–30, 42–45, 50, 51 Fletcher, K.L., 29 Ford, C.E., 148, 150 Fourcin, A., 32 Fowlow, P.J., 136 Fox, B.A., 148 Foygel, R., 78 Franco, F., 135, 137, 142 237 Fraser, B., 120 Freese, J., 148 French, P., 201 Fretheim, T., 98, 109 Fridlund, A., 101 Frieda, E.M., 27, 30 Fries, C.C., 151 Frome Loeb, D., 86 Frota, S., 174 Fry, D.B., 68, 69 Fukui, I., 85 Fullana, N., 30, 31 Furrow, D., 137 G Gallagher, T.J., 88 Gallardo del Puerto, F., 30, 31 Galligan, R., 137 Gandour, J., 62 Gao, H., 65 García Lecumberri, M.L., 30, 227 Garcia, R., 29 Garnica, O.K., 173, 188, 190 Garrod, S., 89 Gazdar, G., 172 Geis, M.L., 172 Gelman, S., 105 Geluykens, R., 172, 188 Genzel, S., 73 Gerken, L., 34 Gibbon, D., 149 Gigerenzer, G., 98, 105 Gilbert, J.H.V., 28 Gillespie, B., 51 Golato, A., 148 Goldinger, S.D., 34 Goodell, E., 28 Goodenough-Trepagnier T., 188 Goodwin, J.M., 20 Gorisch, J., 159 Gottfried, T., 28 Grabe, E., 12 Graesser, A.C., 171 Granier-Deferre, C., 173 Green, B.E., 88 Gregory, S.W., 88 Grice, H.P., 99, 101, 104, 106, 108, 112 Grice, M., 81 Griffiths, T.D., 78 Grosjean, F., 48 Guion, S.G., 28, 46 Guitar, B., 85 238 Gumperz, J.J., 199 Gunthner, S., 201 Gussenhoven, C., 79–81, 84, 98–100, 102, 110–112, 118, 142 Gutfreund, M., 191 Guthrie, J., 135 Gutiérrez, F., 5, 219–229 Gut, U., 41, 42, 44, 46–48, 54 H Haas, A., 88 Hahn, L.D., 25, 54 Hallé, P.A., 28, 138, 139, 142 Halliday, M.A.K., 1, 66, 72, 82, 98, 99, 118, 121, 123, 149, 172–177, 188, 189, 219, 224, 225 Halter, H., 54 Hamers, J.F., 42 Hancock, M., 150, 152 Hansen Edwards, J.G., 48 Happé, F., 104 Harada, T., 28 Hardison, D.M., 32, 33, 54 Harris, B.J., 85 Harris, K., 155 Harter, D., 171 Hasan, R., 176 Hattori, K., 28 Hauser, M., 100, 101 Have, P., 147 Hazan, V., 31 Heldner, M., 120 Hennessy, B.L., 28, 31 Herman, J., 135 Hermes, D.J., 32, 89, 90 Hewings, M., 152, 199–202 Hieke, A.E., 45 Hirschberg, J., 66, 98, 108, 142 Hirschfeld, L., 105 Hoequist, C.E., Hogg, R., 10 Honorof, D.N., 68 Horlyck, S., 53 Horowitz, F.D., 174, 189 House, D., 174 House, J., 61, 72, 98, 108–110 Houtepen, V., 86, 89 Hsueh, G., 139–141 Hua L., 50, 51 Huang, B., 26 Huckvale, M., 32 Hu, F., 203 Author Index Hu, G., 5, 199–215 Humphrey, K., 28 Hundt, M., Husain, G., 174 Hutchby, I., 147 Hymes, D., 112 I Iba, M., 31 Imai, K., 98, 108, 109 Imbens-Bailey, A., 135 Irino, T., 78 Ishihara, N., 171 Ito, K., 141 Iverson, P., 28, 31 Ives, D.T., 78 Izard, C.E., 85 J Jacobs, G.M., 162 Jacoby, S., 147, 160, 161 Jannedy, S., 73 Janssen, P., 191 Jasmin, K., 88 Jefferis, V.E., 88 Jenkins, J., 20, 113, 153, 161, 215 Jilka, M., 25, 29, 45, 215 Jing, H., 203 Jódar, O, 229 Johns, C., 151 Johnson, J., 26 Johnson, K., 34 Johnstone, T., 174 Jones, G.M., 14 Jones, K., 61, 71 Jordan, P., 171 Jucker, A., Jun, S., 26 Jusczyk, P.W., 28 Juslin, P.N., 79 K Kachru, B.B., 10 Kadir, T., 73 Kaimaki, M., 155 Kakehi, K., 31 Kang, O., 25 Kasper, G., 204 Kecskes, I., 118 Kehoe, M., 11 Author Index Kelly, J., 148, 149 Kendon, A., 110, 122 Kent, R.D., 136 Kenworthy, J., 151 Kessler, C., 162 Kettermann, A., 28 Kewley-Port, D., 31 Kimbara, I., 90 Klatt, D.H., 68 Klewitz, G., 148 Kloots H., 81 Kloth, S., 191 Knowles, G., 12 Koehler, K., 25, 32 Koester, A., 202, 204, 208 König, E., 109 Kortmann, B., 148 Koshik, I., 147, 160, 161 Kraaitmat, F., 191 Krahmer, E., 83 Kruyt, J.G., 120, 173, 188 Kügler, F., 73 Kuhl, P.K., 28 Kunnari, S., 137, 138, 142 Kunzel, H., 78 L Lacerda, F., 28 Ladd, D.R., 29, 64, 73, 81, 83, 98, 99, 103, 112, 118, 142, 188 Ladefoged, P., 142 LaFrance, M., 85 Lahey, M., 155 Lakin, J.L., 87, 88 Lambacher, S.G., 31 Laniran, Y.O., 62 Laukka, P., 79 Lecanuet, J.P., 173 Leech, G., 118, 172 Lehiste, I., 72 Lemery, C.R., 88 Lengeris, A., 3, 25–34 Lenn, E., 122 Lenneberg, E.H., 26 Leon, P.R., 89 Leung, C.S., 139–141 Levinson, S.C., 1, 121, 160, 172 Levis, J.M., 151, 193 Levi, S.V., 48 Levitt, A.G., 136, 138–141 Li, A., 203 Liang, G., 203 239 Liberman, M., 72, 99 Liddicoat, A.J., 147 Lieberman, P., 85, 136 Lightbown, P.M., 54 Lindblom, B., 28 Lindemann, S., 160 Lindsey, G., 98, 109 Litman, D., 89 Littlewood, W., 160 Liu, F., 62, 70, 71 Liu, S., 26, 27, 30, 51 Lively, S.E., 31 Lleó, C., 11 Llewellyn, L.G., 122 Llinares-García, A., 175, 176 Local, J., 148, 149, 201 Logan, J.S., 31 Long, M.H., 41, 176 Low E.L., 10–12, 16, 20 M Macdonald, D., 54 Macfarlane, S., 148 Macinnis, S., 88 MacKain, K., 173, 174, 189 Mackay, I.R.A., 26–31, 42, 48–52 Macken, M.A., 135 Mack, M., 51 Maguire, L., 118 Marasinghe, C.A., 31 Marchinkoski, L., 85 Marcos, H., 137 Markus, D., 11 Martens, W.L., 31 Martin, J.R., 176 Martin, P., 89 Martínez, F., 229 Mastergeorge, A.M., 135 Mattock, K., 28 Maugeais, R., 173 Maurer, R.E., 85 Maye, J., 34 Maynard, D.W., 148 McCafferty, S.G., 162 McCarthy, J., 171 McCarthy, M., 162 McCully, C.B., 10 McLean, J.F., 89 McNeill, D., 110, 112 McRoberts, G.W., 28, 85 Meador, D., 26–28 Mehler, J., 9, 28 240 Meier, C., 163 Meltzoff, A.N., 85 Mennen, I., 29, 202, 214 Mertens, P., 90 Mey, J., 117 Miller, J., 135 Miller, M., Miller, R., 135 Millikan, R., 101 Missaglia, F., 54 Mitterer, H., 155 Mochizuki-Sudo, M., 173 Molholt, G., 31 Molnar, M., 28 Moltholt, G., 90 Moore, C., 137 Moore, M.K., 85 Mora, J.C., 31 Morgan, B., 193 Morgan, J.L., 78, 85, 172 Morikawa, H., 173 Morimoto, T., 171 Morley, J., 25 Moyer, A., 27, 41, 42, 44, 138 Mueller, P.R., 69, 120, 173 Muller, F., 201 Mullet, J., 88 Munro, M.J., 25–28, 32, 41–43, 45, 46, 48, 54 Murray, A.D., 136 N Nagata, M., 171 Nelson, G.L., 42 Nelson, T., 21 Nespor, M., Neufeld, G.G., 57 Newell, J., 4, 117–129 Newport, E., 26 Ng, M.L., 139–141 Niebuhr, O., 65 Nilsenová, M., 3, 77–91 Ninio A., 135 Nishi, K., 31 Nolan, F., 10–12 Nolting, P., 86 Noonan, M., 148 Nooteboom, S.G., 120, 173, 188 Norrick, N.R., 121 Norris, J.M., 162 Noveck, I., 104 Nozawa, T., 27, 30 Nunan, D., 162 Author Index O Ochs, E., 148 O’Connor, J.D., 66, 72, 98, 107, 111, 149, 173, 177, 188, 189, 224 Ogden, R., 148, 149, 200, 201 Ohala, J., 79, 111 O’Keefe, A., Oller, D.K., 135 Olsher, D., 147, 160 Olswang, L.B., 135 Ong, P.K.F., 11, 16 Origgi, G., 101 Ortiz Lira, H., 227 Ostler, N., 114 Oviatt, S., 86 Oyama, S., 26, 30, 49 P Padden, D., 28 Padilla-Cruz, M., 111 Pallier, C., 28 Palmer, H.E., 66, 173, 177 Pan, B.A., 135 Paolino, D., 150 Papoušek, H., 85 Papoušek, M., 85 Pardo, J., 88 Parrill, F., 90 Patkowski, M.S., 26 Patterson, R.D., 78 Pearson, J., 89 Pell, M.D., 69, 100, 112 Pennington, M., 138 Pennycook, A., 10 Peperkamp, S., 28 Peppè, S., 148, 149 Perales, L., 190 Perey, A.J., 28 Pickering, L., 25, 193, 199–215 Pickering, M.J., 32, 33, 89, 90 Pierrehumbert, J., 29, 34, 61, 66, 73, 79, 98, 142 Pike, K.L., 177 Piske, T., 3, 29, 41–56 Pisoni, D.B., 28, 31, 48, 86 Planken, B., 27, 44 Podrouzek, W., 137 Polka, L., 28 Pomerantz, A., 200 Port, R., 10 Potisuk, S., 62 Powell, M., 150 Pruitt, J.C., 28 Author Index Psathas, G., 147 Purcell, E.T., 42 Q Quasthoff, U., 163 R Radden, G., 186 Rakow, M., 11 Ramírez Verdugo, M.D., 192, 202 Ramus, F., Randall, M., 25, 30, 54, 140 Reber, E., 148 Redanz, N.J., 28 Rees-Miller, J., 206 Richards, J.C., 138, 160 Richards, K., 147 Riesco-Bernier, S., 4, 118, 120, 171–194 Rietveld, A., 81 Rivera-Gaxiola, M., 28 Roach, P., 10, 18 Roberts, F.D., 135 Rodríguez, K.J., 174 Rollins, P.R., 135 Romero-Trillo, J., 1–5, 117–129, 175, 192 Rosch, E., 186 Rose, C., 171 Rossiter, M.J., 54 Roth, W.-M., 159 Rubin, D., 25 Russo, M., 11 Ryalls, B.O., 86 Ryan, L., 31 S Sachs, J., 174, 189 Sacks, H., 147, 200 Sag, I., 72, 99 Salaberri Ramiro, M.S., 172, 176 Salbrina, S., 18 Sato, C.J., 176 Satterly, D., 191 Savignon, S., 160 Savino, M., 81 Schegloff, E.A., 147, 148, 159, 161, 201 Schellenberg, E.G., 174 Schereier, D., Scherer, K.R., 174 Schiffrin, D., 120, 121 Schils, E., 27 241 Schlangen, D., 174 Schneider, E.W., 10 Schobinski, P., 163 Schuetze-Coburn, S., 150 Schumann, J., 43 Scott, M., 175 Scovel, T., 41 Searle, J., 171, 172, 176 Sebastian, N., 28 Seedhouse, P., 147 Seeley, T., 100 Seidlhofer, B., 150, 161 Selting, M., 147, 148, 163, 199–201 Sennema, A., 31 Settinieri, J., 54 Shen, L., 203 Sherzer, J., 172 Shiverly, R., 171 Shockey, L., 12 Sidnell, J., 160 Siegel, G.M., 85 Silverman, K., 65 Simmons, H., 135 Sinclair, J.Mc.H., 172, 176 Singleton, D., 31 Siqueland, E.R., 28 Siskind, J.M., 78 Sjölander, K., 32 Skantze, G., 174 Skidmore, D., 159 Sluijter, A.M.C., 87, 188 Smith, F., 188 Snow, C.E., 89, 135, 172 Snow, D., 138, 141–144 So, C.K., 28 Soderstrom, M., 78 Song, H., 54 Sorace, A., 89 Spaai, G.W.G., 32, 89, 90 Spada, N., 160 Speer, S.R., 141 Sperber, D., 98, 101, 105, 106, 109 Spieker, S., 173, 174, 189 Starcev, J., 51 Staum Casasanto, L., 88 Steinlen, A.K., 53 Stern, D.N., 173, 174, 189 Stevens, K.N., 28, 192 Stivers, T., 160 Stockmal, V., 11 Strangert, E., 120 Strange, W., 31 Suiter, T., 28 Sullivan, J., 174, 189 242 Sundberg, J., 63 Sung, H., 51 Sun, X., 63, 64 Suter, R.W., 42 Swain, M., 113 Swerts, M., 3, 77–91, 188 Szczepek Reed, B., 4, 111, 147–163, 201, 202, 213 T Taeschner, T., 85, 174 Taniguchi, M., 32 Tan, K.K., 13 Tannen, D., 214 Tarplee, C., 159 Tees, R.C., 28 Tench, P., 151, 173, 188, 219 Terken, J.M.B., 188 Termine, N.T., 85 Teschner, R.V., 20 t’Hart, J., 205 Thelander, I., 81 Thompson, I., 49 Thompson, S.A., 150, 151 Thompson, W.F., 174 Thomson, R.I., 45, 47 Thurrell, S., 113 Tindall, J.H., 85 Tobin, K., 159 Todd, P., 105 Tohkura, Y., 28, 31 Tooby, J., 105 Trainor, L.J., 174 Trehub, S.E., 28, 174 Trofimovich, P., 25, 30, 54, 140 Tsukada, K., 51 Tyler, A., 193, 204 Tyler, M.D., 28 U Uhmann, S., 163 V Vaisisere, J., 214 Vallduví, E., 83 van den Branden, K., 162 Vandepitte, S., 98, 109 Vanderslice, R., 142 van Donselaar, W., 199 van Heuven, V.J., 65 Author Index van Hooff, J., 101 VanLehn, K., 171 van Summeren, C., 27, 44 Vendelin, I., 28 Venkatagiri, H., 25 Verhoeven, J., 81 Verschueren, J., 171, 172 Viemeister, N.F., 31 Vigorito, J., 28 Vihman, M.M., 135, 138 Vogel, I., 46 von Kriegstein, K., 78 W Wagner, J., 162 Walker, G., 148 Wallace, A., 65 Walley, A.C., 28 Wang, B., 68, 73 Wang, H., 79, 203 Wang, L., 73 Wang, Q.E., 64 Wang, T., 79, 203 Wang, X., 32 Ward, A., 89 Ward, G., 98, 108 Ward, I.C., 177, 189 Ward, W.D., 143 Waring, H.Z., 147 Warren, J.D., 78 Wayland, R.P., 28 Webster, S., 88 Weenink, D., 2, 14, 16, 32, 90, 123, 141, 144 Wells, B., 148, 149, 159 Wells, G., 191 Wells, J.C., 10, 13 Weltens, B., 32 Wenhua, J., 11 Wennerstrom, A., 46, 201 Werker, J.F., 28 Whalen, D.H., 68, 136, 138, 140 Wharton, T., 4, 97–114 Whitley, M.S., 20 Wichmann, A., 89, 98, 110, 112 Widdowson, H., 160 Wiebe, G., 25, 48 Willems, N.J., 28, 81 Williams, K.A., 28 Wilson, D., 98, 105, 106, 109 Winitz, H., 51 Winters, S.J., 48 Wong, J., 147 Author Index Wong, Y.W., 62, 63 Wooffitt, R., 147 Wrembel, M., 214 Wu, W.L., 73 X Xu, C.X., 63, 69, 71 Xu, Y., 3, 61–74 Y Yamada, R., 31 Yamada, T., 31 Yang, L., 11 243 Yeni-Komshian, G.H., 26–28, 46, 50, 51 Yong, J., 12 Yuan, J., 203 Yule, G., 54, 129 Yu, V.Y., 28 Z Zampini, M.L., 48 Zawaydeh, B., 120 Zerbian, S., 73, 84 Zhang, H., 214 Zuraidah M.D., 12 Subject Index A Accent, 3, 5, 25–27, 29, 30, 41–56, 61, 66, 67, 81–84, 90, 100, 103, 107, 119, 135, 136, 142–144, 163, 223–225 Accent range, 135, 136, 143, 144 Acoustics, 1–4, 9–22, 30, 53, 67, 68, 85–88, 90, 119, 120, 122, 123, 126, 129, 133–144, 172–174, 234 Acquisition, 3–5, 26–29, 33, 34, 78, 88, 134, 136, 138–144, 161, 172, 190, 191, 220, 226 Adaptive management, 123 Adult, 4, 26, 27, 30, 31, 34, 43, 44, 46, 47, 85, 86, 88, 111, 113, 134–137, 144, 173, 174, 189, 190, 192 Age of arrival (AOA), 26, 27, 48–52, 232 Agreement, 5, 17, 111, 119, 135, 159, 199–215, 234 Alignment, 4, 29, 30, 73, 74, 89, 119, 140, 156–159, 162, 202, 225 Allophone, 67 Altaic, 73 Amplitude, 86, 120, 133, 141 AOA See Age of arrival Approximant, 12, 13, 15 Arabic, 10, 73, 120 Attitude, 3, 42–44, 55, 80, 97, 107–111, 133, 143, 155, 201, 203, 232, 233 Autosegmental-metrical theory, 25 B Baby, 9, 142, 144 Baby talk, Bilingual, 27, 45, 46, 48, 134, 138–141, 175 Biological code, 79, 80, 84, 100, 102, 107 Brunei, 10–14, 16–18 Buli, 73 Burmese, 99 C CA See Conversation analysis Cantonese, 32, 45, 62–64, 73, 139, 141 Caribbean, 10 Catalan, 83, 220 Chameleon effect, 85 Chichewa, 73 Child, 43, 44, 46, 78, 85, 134, 136, 139, 140, 155, 159, 173–174, 186–194, 214 Child Directed Speech (CDS), 85, 173–174, 186–190, 194 Chinese, 5, 11, 14, 26, 27, 30, 32–34, 42, 46, 54, 69, 73, 200, 203, 204, 209–213, 231 Chinese learners of English (CLsE), 203, 209–212, 214, 215 Classroom, 3, 4, 26, 31, 32, 42, 53, 55, 56, 112, 113, 148, 159, 160, 171–194, 201, 215, 229, 234 Cluster, 4, 12, 13, 97, 149, 150, 152, 153 Coda, 13, 63 Cognitive, 47, 87, 89, 97, 98, 105, 106, 108, 118, 119, 122, 123, 141, 160, 162, 174, 186, 233, 234 Cohesion, 220–222 Common ground, 118 Communication, 2–5, 25, 31, 89, 97, 99–110, 113, 118, 119, 129, 133–140, 142–144, 160, 161, 172–174, 188, 191, 192, 194, 199, 214, 215, 223, 232–234 Communicative competence, 113, 134, 214 Comprehensibility, 25, 43, 45, 54 J Romero-Trillo (ed.), Pragmatics and Prosody in English Language Teaching, Educational Linguistics 15, DOI 10.1007/978-94-007-3883-6, © Springer Science+Business Media Dordrecht 2012 245 246 Computer, 2, 3, 14, 26, 31–34, 86, 87, 90, 91, 144, 171, 204, 233 Conceptual encoding, 109 Concord breaking, 201–203 Consonant, 12–15, 18, 20, 25, 26, 28, 30–32, 46, 48, 63, 65, 85 Context, 1, 2, 5, 22, 31–33, 42–44, 48, 49, 55, 56, 62, 67, 83, 85, 89, 90, 103, 108, 109, 113, 118, 120, 121, 123, 134–137, 142, 148, 150, 152, 154, 156, 157, 160–162, 174, 176, 191, 215, 219, 221, 228, 231–234 Contour, 3, 32, 34, 60, 71, 72, 85, 90, 107, 108, 112, 119, 126, 133, 135–137, 140–144, 150, 152, 158, 161, 174–176, 183, 184, 186–189, 192, 202, 203, 208, 214 Contrastive prosody method, 54 Contrastive stress, 106, 107, 133 Conversation, 4, 77, 80, 90, 91, 108, 110, 117, 118, 122–123, 129, 147–163, 199, 200, 204, 233, 234 Conversation analysis (CA), 147, 149 Co-operative principle, 213 Critical period, 26, 27 Czech, 11 D Deaccent, 226 Deang, 73 Disagreement, 5, 17, 121, 199–215, 232 Discourse, 1, 3, 5, 21, 33, 34, 54, 67, 82, 83, 90, 109, 110, 112, 120, 121, 123, 133, 135, 142, 145, 147, 148, 150, 153, 155, 160, 172–177, 179, 182, 183, 186–191, 193, 194, 199–215, 231–234 Discourse markers, 120, 121 Duration, 2, 9, 11–13, 16, 18, 20, 30, 45, 46, 63, 85, 86, 120, 123–126, 128, 129, 133, 137, 139, 141, 142, 159, 160 Dutch, 11, 27, 29, 32, 65, 80–83, 86, 90, 203 E Effort code, 79, 83, 100 ELF See English as a Lingua Franca ELT See English Language Teaching Emotion, 104, 122, 133 English, 1, 9, 26, 42, 61, 80, 98, 117–129, 136, 147, 171, 199, 219, 231 English as a Lingua Franca (ELF), 161, 202, 215 Subject Index English Language Teaching (ELT), 1–4, 147, 163, 193, 199, 231 Error, 12, 46, 51, 162, 183, 184, 187, 188, 190, 191, 214, 221–223, 226, 228, 229 Explicature, 108 F False start, 45 Feedback, 4, 31–33, 117–129, 180, 182, 190, 233 Filled pause, 45 Finnish, 73, 137, 140 First language/L1, 4, 42, 73, 78, 84, 111, 220, 231–234 Fluency, 3, 20, 21, 44, 45, 47, 54, 55, 141, 162, 163, 222, 223, 228 Focus, 10, 15, 26, 41, 44, 54, 63, 65, 68–71, 73, 78, 81, 83, 84, 99, 118, 133–135, 138, 141, 147, 153, 162, 173, 175, 200, 203, 215, 225–227, 231–233 Foreign accent, 3, 25–27, 29, 30, 41–56 Foreigner talk, 89 Formant, 28 Fossilization, 2, 233 French, 10, 11, 32, 45, 46, 82, 136, 137, 139, 140, 148, 201 Frequency code, 79, 111 Fundamental frequency (F0), 32, 79, 120, 133, 141, 205 G German, 11, 32, 45, 46, 54, 65, 73, 81, 83, 201, 202, 232 Germanic languages, 83 Glottal stop, 19 Grammatical emaciation, 119 Greek, 28, 29, 32 H Hausa, 73 Hesitation, 3, 45, 162 Hindi, 32 I Immersion, 30, 190 Implicature, 104, 106 India, 10 Indo-European, 54, 73 Infant, 27, 28, 53, 78, 85, 134, 173, 174, 189 Inner-circle, 10, 21, 232 Subject Index Intelligibility, 3, 20, 21, 25, 43, 45, 54, 138, 161, 215 Intensity, 2, 68, 79, 89, 90, 100, 120, 137, 139, 141, 173 Intentional communication, 4, 99, 103–107, 135, 138, 140 Interaction, 1, 4, 5, 30, 74, 77, 85, 87, 88, 90, 98, 100, 108, 111, 118, 121, 122, 129, 136, 147–149, 152, 153, 155, 156, 160–163, 174, 176, 183, 190, 199, 203, 213, 215, 225, 228, 234 Interactional linguistics, 111, 147 Interjection, 109, 110, 119, 121 International Phonetic Association (IPA), 15 Intonation, 1, 25, 45, 61, 77, 98, 117, 133, 148, 171–194, 199, 219, 234 Intonational idioms, 161 Intonational phonology, 73, 103 IPO, 81 Italian, 11, 46, 49, 52, 54, 73, 81, 83, 90, 137, 201 J Japanese, 9, 28, 32, 33, 45, 46, 73, 83, 139, 140 K Key, 2, 150, 171, 199, 201, 207, 215, 224, 228 Korean, 27, 30, 32, 43, 44, 46, 73, 140 L Laboratory, 26, 31–34, 85, 205, 231 Larynx, 79 Length of residence (LOR), 26, 29, 48, 50–52, 55, 232 Lexical stress, 25, 67–71, 73, 109, 111, 133, 223 Lexical tone, 28, 64, 67, 68, 109 Lexicogrammar, 188 LINDSEI Corpus, 123 Lingua Franca Core (LFC), 20, 113 Loudness, 77, 78, 80, 133, 141, 149, 155 M Malay, 11, 12, 14 Mandarin, 3, 14, 32, 42, 46, 47, 62–70, 73, 138, 203 247 MeaningNN, 101, 103–105 Membership, 3, 4, 186 Metric, 10, 11, 20 Minimal pairs, 31 Misunderstanding, 2, 26, 117, 122, 129, 214, 231, 233 Mon-Khmer, 73 Mora, 9, 31 Motherese, 192 N Native, 2–5, 22, 26–34, 41–49, 51–56, 61, 64, 65, 68, 69, 73, 84, 86, 90, 113, 117–129, 138, 140, 141, 160–163, 171–194, 199–200, 202–209, 220, 222–223, 227, 232–234 Native language magnet model, 28 Non-tone language, 3, 64–66, 68, 231 Nuclear tone theory, 118, 142 Nucleus, 61, 66, 119, 219, 220, 224–228 O Offset, 62, 64–66 Onset, 5, 20, 62, 64, 65, 135, 137–140, 158, 220, 223–225, 228 Outer-circle, 10, 21, 232 P Pairwise variability index (PVI), 11–14, 16–20 Paralanguage, 100, 102, 103 Paralinguistic, 25–26, 79–80, 100, 102–103, 110, 112, 214 Pauses, 3, 45, 47, 119, 155, 162, 163 Peak, 29, 30, 65–66, 140, 159 Pedagogical, 2, 4, 5, 175, 186–193, 213–215, 219, 223, 226, 228 Perception, 3, 4, 16, 25–34, 41–56, 65, 68, 69, 81, 90, 119, 120, 124, 126, 162, 188, 191, 193, 223 Perceptual assimilation model, 28 Performance, 2, 4, 5, 26, 27, 29, 30, 32, 50, 84, 126, 129, 162, 227, 228, 232–234 Performative, 171, 172 PFC See Post-focus compression Phonetics, 33, 147, 148, 155 Physiology, 78–80, 136, 137, 140 Pitch, 2, 25, 61, 78, 98, 119, 133, 149, 172, 199, 219, 234 Plastic/non-plastic languages, 83 248 Polish, 11, 45 Post-focus compression (PFC), 68, 71, 73 Praat, 2, 14, 16, 32, 123, 141, 144, 233 Pragmatics, 1–5, 97, 98, 102–105, 108, 117–122, 133, 141, 171, 215, 231, 234 fossilization, 2, 233 markers, 4, 120–122, 124–126, 129, 233 triangulation, 118 Preintentional communication, 135, 138, 140 Pre-school, 4, 86 Procedural encoding, 109, 110 Production code, 79, 87 Pronunciation, 4, 5, 9, 18, 20, 25–27, 31, 41–44, 53–56, 78, 99, 111, 113, 147–163, 222, 223, 229, 232, 233 Prosody/Prosodic, 1–5, 25–34, 41–56, 61–74, 77, 78, 80, 83–85, 88–91, 97–114, 117–129, 133, 137, 139–141, 143, 147–163, 174, 184–186, 188, 190–191, 199, 201–203, 214, 215, 226, 231–234 adaptation, 3–4, 77–91 matching, 156, 159, 201, 213 orientation, 156–158 Prototype theory, 186 Pulses, 2, 119 PVI See Pairwise variability index Q Question, 3, 13, 18, 30, 34, 42, 43, 45, 61, 62, 70–72, 77–84, 90, 99, 102, 103, 108, 111, 117, 119, 121, 122, 133, 140, 143, 149–153, 156, 171–172, 174, 177, 181, 182, 188, 200, 214, 224, 232 R Rate of speech, 3, 45, 81, 141 Register, 3, 66, 81, 143, 157, 158, 163, 189, 201, 203, 214 Relevance (theory), 4, 64–66, 105–110, 188 Repair, 113, 148, 151, 155, 156, 160, 162, 200, 201 Repetition, 30, 45–46, 49, 62, 63, 157, 234 Rhythm, 3, 9–22, 25, 28, 46, 54, 77, 85, 122, 139, 141, 162, 173, 177, 229, 232, 234 Subject Index Romance languages, 84 Romanian, 46, 83 S SAT See Speech Act Theory Second language/L2, 3–5, 25–34, 41–43, 45, 48, 49, 53–55, 78, 84, 89, 199, 214, 232 Segmental, 3, 25–27, 33, 34, 41, 45, 47, 48, 51, 53–55, 67, 80, 82, 137, 138, 140, 141, 173, 215, 222, 223, 228 Semitic, 73 Semitone, 205, 206, 211 SFS, 32 Sign, 101–103, 105, 112, 214, 223 Signal, 28, 79, 84, 89–91, 100–103, 105, 110, 111, 120, 121, 149, 150, 153, 201–203, 209, 219, 227 Silent pause, 45 Singapore, 10, 12, 14, 18 Sotho, 73 Spanish, 5, 11, 28, 32, 45, 123, 126, 192, 202, 219–229, 232 Specificity index, 121, 122 Spectrogram, 18, 19, 32, 62, 193, 205 Spectrum, Speech, 1, 11, 25, 41, 61–74, 77, 100, 118, 133, 148, 171, 203, 219, 231 analyzer, 32, 175, 233 learning model, 28 rate, 30, 47, 81, 85, 88, 140, 141, 149, 162 Speech Act Theory (SAT), 5, 109, 171, 172, 176, 214 Statement, 42, 61, 70–72, 77, 80, 107, 119, 121, 133, 135, 143, 149, 150, 177, 232 Stress-timed/based, 3, 9, 232 Strong syllable, 15 Suprasegmental, 3, 25–34, 41, 45, 54, 55, 133, 137, 138, 140, 141, 173 Swedish, 73, 81, 82, 120 Syllable, 9, 10, 12, 13, 15, 17, 29, 45, 62–66, 68, 70–74, 81, 90, 107, 118, 120, 139, 141, 142, 149, 154, 158, 177, 179, 205, 219, 220, 224, 232 Syllable-timed/based, 3, 9, 10, 12, 17, 18, 20–22, 74, 232, 233 Systemic functional linguistics (SFL), 173, 177, 178 Subject Index T Taiwanese, 73 Target approximation (TA) model, 64 Teacher, 2, 4, 31, 44, 53, 85, 111, 113, 159, 161, 175, 176, 182, 189–191, 193, 194, 201 Telugu, 10 Tempo, 77, 78, 81, 90, 173, 233 TESOL, 151, 160 Thai, 11, 62, 99, 113 ToBI See Tone and break indices system Tonality, 5, 107, 119, 172, 173, 188, 219–229, 234 Tone, 3, 21, 22, 28, 61–69, 72, 73, 86, 90, 97–98, 103, 104, 106–110, 118–121, 123, 124, 126, 135, 142–144, 151, 153, 154, 161, 172, 173, 175–177, 179, 182–184, 186–194, 201, 202, 219–228, 231, 233, 234 language, 64, 65, 68 unit, 118–121, 161, 177, 179, 219–226, 228 Tone and break indices system (ToBI), 66, 142 Tonic, 107, 118–120, 173, 175, 177, 179, 192, 193, 234 Tonicity, 5, 107, 119, 172, 173, 188, 219–229, 233 Topic, 5, 72, 79, 133, 135, 136, 151, 152, 233 Turkish, 73 Turn, 1, 43, 72, 79, 81, 102, 107, 110, 148–160, 162, 177, 188, 193, 200, 205, 233 Turn-taking, 4, 122, 133, 149, 153, 155, 160, 162, 199, 200, 234 249 Ukrainian, 47 Uralic, 73 Utterance, 2, 3, 5, 11–13, 15–18, 20, 43, 46, 56, 67, 70, 77–81, 83, 85, 86, 90, 97, 100, 101, 103–108, 110, 117, 118, 121, 135–137, 139, 142, 143, 155, 159, 162, 171, 172, 174, 175, 177, 201, 203, 205, 206, 209, 212, 213, 219, 220, 227, 232, 234 V Variation, 18, 62, 71, 77, 78, 80–82, 110, 112, 121, 124, 161, 162, 182, 191–192, 199, 231 Vietnamese, 73 Vocal cord, 78, 79 Voice quality, 77, 78, 149, 158, 214 Vowel, 11–21, 25, 26, 28, 29, 31, 32, 45–50, 85, 149, 155, 225 W Wa, 73 Wavesurfer, 32 Weak syllable, 10, 15, 20 Welsh, 137, 139, 140 West African languages, 73 Wolf passage, 14, 15, 17 Wordsmith tools, 175 Y Yoruba, 10, 62 Z Zulu, 84 U UAM-Learner English Spoken Corpus, 174 ... Malay English Malay English Malay Indonesian Malay English Kedayan Iban English Malay English Malay L2 English Malay English Mandarin Mandarin English English Malay English Malay English Malay English. .. (ed.), Pragmatics and Prosody in English Language Teaching, Educational Linguistics 15, DOI 10.1007/978-94-007-3883-6_2, © Springer Science+Business Media Dordrecht 2012 10 D Deterding strong and. . .Pragmatics and Prosody in English Language Teaching Educational Linguistics Volume 15 General Editors: Leo van Lier Monterey Institute of International Studies, U.S.A