Persona: Estebas Vilaplana, Eva
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Estebas Vilaplana
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Eva
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Publicación The evaluation of intonation: pitch range differences in English and in Spanish(John Benjamins Publishing, 2014-02-04) Estebas Vilaplana, Eva; Thompson, Geoff; Alba Juez, LauraThis paper investigates evaluation with respect to the hearer and it shows how evaluation permeates the phonological level of linguistic description. In particular, it examines how interlocutors of different cultural Backgrounds, namely, English and Spanish, perceive and evaluate certain utterances as polite or rude based on their pitch range. A perception test was designed by means of which 15 native hearers of each language evaluated different productions of the word mandarins/mandarinas which only differed with respect to their F0 scaling. The results confirmed that pitch range differences have an effect on the evaluation of sentences cross-linguistically. Whereas low pitch range productions were interpreted as “polite” in Spanish and as “rude” in English, utterances with a high pitch displacement were judged as “over-excited” in Spanish and as “polite” in English. The results corroborate the status of intonation as an off-record strategy used to signal attitude.Publicación Phrasing and nuclear configurations in authentic English-accented Spanish(Consejo Superior de Investigaciones Científicas, CSIC, 2018-06-30) Estebas Vilaplana, Eva; Blecua, BeatrizThis paper examines the differences in the division of intonation phrases and in the tonal structure of the nuclear configuration (i.e., the last pitch accent and the following boundary tone) in imitated and in authentic English-accented Spanish. The same Spanish text was read by four native speakers of American English, who produced the text with a real English foreign accent in Spanish, and six native speakers of Spanish, who read the text twice: in L1 Spanish and in fake English-accented Spanish. An auditory analysis of the data was carried out along with an inspection of the f0 traces aligned with the spectrographic representation and the segmental string. The results showed that the Spanish speakers produce more intonation breaks when they imitate an English accent in Spanish than when they speak L1 Spanish. Furthermore, they adopt the typical tonal structure of Spanish final accents in their fake English-accented productions. The number of prosodic breaks in real and in imitated English-accented Spanish is similar. The nuclear configurations, on the other hand, present more variability and differ in the frequency of occurrence of some patterns. The high occurrence of the fall-rise pattern (L+H* LH%) and the presence of the high-fall contour (L+H* L%) in the English productions may help discriminate an authentic English-accented Spanish from a fake one.Publicación Descripción Fonológica de la Entonación(Georgetown University Press,, 2024) Estebas Vilaplana, Eva; Gil, Juana; Llisterri, JoaquimPublicación Automatic Assessment of Non-Native Prosody by Measuring Distances on Prosodic Label Sequences(International Speech Communication Association, 2017-08-20) Estebas Vilaplana, EvaThe aim of this paper is to investigate how automatic prosodic labeling systems contribute to the evaluation of non-native pronunciation. In particular, it examines the efficiency of a group of metrics to evaluate the prosodic competence of non-native speakers, based on the information provided by sequences of labels in the analysis of both native and non-native speech. A group of Sp ToBI labels were obtained by means of an automatic labeling system for the speech of native and non-native speakers who read the same texts. The metrics assessed the differences in the prosodic labels for both speech samples. The results showed the efficiency of the metrics to set apart both groups of speakers. Furthermore, they exhibited how nonnative speakers (American and Japanese speakers) improved their Spanish productions after doing a set of listening and repeating activities. Finally, this study also shows that the results provided by the metrics are correlated with the scores given by human evaluators on the productions of the different speakers. Index Terms: Prosody and second language, computer assisted pronuntiation trainning, Prosodic ToBI labelingPublicación Una aproximación contrastivo-competencial a la enseñanza de segundas lenguas(Universidad de León, 2022-12-26) Teomiro García, Ismael Iván; Estebas Vilaplana, EvaEn este trabajo proponemos una aproximación contrastiva a la enseñanza de segundas lenguas (L2) que vaya de las competencias en la lengua materna (L1) a las estrategias lingüísticas para alcanzar dichas competencias en la L2. Definimos una metodología dividida en cuatro fases y que parte del conocimiento que los estudiantes tienen de su L1, proponiendo su uso como andamiaje en el proceso de enseñanza de las estrategias en la L2. Finalmente, mostramos cómo se puede utilizar esta metodología en la enseñanza de la entonación de predicados téticos y del uso de la pasiva perifrástica en inglés como L2.Publicación Pausas en la lectura de textos expresivos: métricas de evaluación(Universitat Autònoma de Barcelona, 2023-12-28) Estebas Vilaplana, Eva; Garrido Almiñana, Juan María; Machuca, María JesúsEl desarrollo de las competencias de expresión oral es uno de los objetivos que se establecen en el currículo oficial de lengua española para los dos cursos de Bachillerato en España. Sin embargo, estas competencias, entre las que se incluye la lectura en voz alta de textos, carecen de valores de referencia que ayuden al docente a evaluarlas. El uso de las pausas en la lectura del texto es importante para su comprensión, por lo que el objetivo de este trabajo es proporcionar unas métricas de referencia para determinar la corrección o incorrección del empleo de tales pausas en la lectura. Se han analizado siete estudiantes de bachillerato y sus producciones han sido evaluadas por cinco jueces profesores de bachillerato. Los resultados indican que el número de pausas y su posición en relación con los signos de puntuación son parámetros importantes para que los evaluadores, desde el punto de vista perceptivo, consideren no adecuados el uso que hacen de ellas algunos lectores.Publicación The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models(University of Ljubljana Press, Slovenia, 2017-12-30) Estebas Vilaplana, EvaThe teaching of intonation to learners of a second language (L2) tends to be an arduous and often neglected task even in specialized phonetic classes. This difficulty generally increases in a distance learning environment where students have to approach prosodic issues in an autonomous way. This paper tests the advantages and disadvantages of using a new model to teach English intonation to Spanish speakers in a self-tuition context, called TL_ToBI (Teaching and Learning ToBI), and compares the benefits of this proposal with the traditional methodologies. Two groups of Spanish students of English phonetics in a distance learning environment took part in this study. Each group was trained with a different methodology: 1) the British School of intonation and 2) TL_ToBI, which involves an adaptation of the ToBI conventions for teaching purposes. The intonation of four sentence types was assessed: declarative, yes-no question, wh-question, and imperative, produced both with neutral and marked readings. The results showed that those speakers trained with TL_ToBI produced more native-like intonation patterns than those instructed with the other model. These findings suggest that a system based on tonal targets and their association to the metrical structure has more benefits for the acquisition of the L2 prosody in a distance learning setting.Publicación The Role of a Pronunciation LMOOCc in Higher Education Studies(Ubiquity Press, 2020-12-02) Estebas Vilaplana, Eva; Soláns García, MariángelThis paper examines the creation and running of the Language MOOC (LMOOC) “The Acquisition of English Pronunciation through Songs and Literary Texts” (1st ed.) and its effects on the proficiency rates of English pronunciation of a group of Spanish speakers registered in the Degree in English Studies offered at the Distance Learning University in Spain (UNED). The LMOOC included a new approach to phonetics teaching and learning based on the stress and rhythmic patterns of literary and music forms. It was offered as voluntary, complementary material to the 640 students registered on the second-year compulsory course on English Pronunciation. The results of a final oral exam showed that the students who took the LMOOC did much better in their oral production than those who only worked with the regular course materials. The LMOOC allowed us to investigate a reversed methodology to phonetics teaching, from rhythmic patterns to sounds, which proved to be highly beneficial to the students of higher education programs with a relevant impact on their pronunciation competences and skills. These findings also suggested that using an implicit methodology to phonetics teaching based on poems and songs is a good complement to explicit learning.Publicación Tendencias actuales en fónetica experimental. Cruce de disciplinas en el centenario del "Manual de Pronunciación Española" (Tomás Navarro Tomás)(Universidad Nacional de Educación a Distancia, 2017) Marrero Aguiar, Carmen Victoria; Estebas Vilaplana, Eva; Barreiro Bilbao, Silvia Carmen; Garrido Almiñana, Juan María; Pérez Cabello de Alba, María Beatriz; Polo Cano, Nuria