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The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models

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dc.contributor.authorEstebas Vilaplana, Eva
dc.date.accessioned2024-12-17T07:56:11Z
dc.date.available2024-12-17T07:56:11Z
dc.date.issued2017-12-30
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en Linguistica, 57(1), 73-91, está disponible en línea en el sitio web del editor: https://doi.org/10.4312/linguistica.57.1.73-91. The registered version of this article, first published in Linguistica, 57(1), 73-91, is available online at the publisher's website: https://doi.org/10.4312/linguistica.57.1.73-91
dc.description.abstractThe 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.en
dc.description.versionversión publicada
dc.identifier.citationEstebas-Vilaplana, E. (2017). The teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional models. Linguistica, 57(1), 73-91. https://doi.org/10.4312/linguistica.57.1.73-91
dc.identifier.doihttps://doi.org/10.4312/linguistica.57.1.73-91
dc.identifier.issn0024-3922; e-ISSN: 2350-420X
dc.identifier.urihttps://hdl.handle.net/20.500.14468/24939
dc.journal.issue1
dc.journal.titleLinguistica
dc.journal.volume57
dc.language.isoen
dc.page.final91
dc.page.initial73
dc.publisherUniversity of Ljubljana Press, Slovenia
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/deed.es
dc.subject55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filología
dc.subject.keywordsL2 intonationen
dc.subject.keywordsdistance learningen
dc.subject.keywordsTL_ToBIen
dc.subject.keywordsBritish Schoolen
dc.subject.keywordsEnglishen
dc.titleThe teaching and learning of L2 English intonation in a distance education environment: TL_ToBI vs. the traditional modelsen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublication.latestForDiscoverye3dac3fc-0be3-4639-bebf-75ef3d4de757
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