Book announced at https://linguistlist.org/issues/36-124

Title: English Prosody in First and Second Language Speakers
Subtitle: A contrastive interlanguage analysis across intonational dimensions
Series Title: Studies in Corpus Linguistics 120
Publication Year: 2024

Publisher: John Benjamins
http://www.benjamins.com/
Book URL: https://benjamins.com/catalog/scl.120

Author(s): Karin McClellan

Reviewer: Marjan Abbasian

Author: Karin McClellan

Reviewer: Marjan Abbasian

Subject: English Prosody in First and Second Language Speakers

A contrastive interlanguage analysis across intonational dimensions

SUMMARY

Chapter One gives an overview of English prosody, emphasizing its vital function in meaning conveying in both first and second languages. It talks about the differences in prosody amongst speakers and the difficulties faced by L2 learners as a result of prosody being overlooked in English language teaching (ELT). The chapter examines how learners from various L1 backgrounds (Czech, German, and Spanish) approximate these varieties and highlights the necessity for a deeper comprehension of the prosodic distinctions between British and American English. Identifying prosodic deviances and creating a model for L2 prosody are the main goals and research objectives of the study, which also looks at extralinguistic elements that affect prosody acquisition.

Chapter 2 explores the differences between first language (L1) and second language (L2) prosody, focusing on two primary models of intonational structure: the autosegmental-metrical (AM) approach and the contour-based approach. The AM model is favored for its ability to analyze both phonological and phonetic components of intonation. The chapter reviews existing research on L2 prosody, highlighting gaps in the literature, particularly regarding the analysis of various prosodic features across different languages (Czech, German, Spanish, and English). It details the common prosodic features, such as tonal patterns and f0 range, and discusses how these features manifest differently in L1 and L2 speech. The chapter concludes by predicting that L2 speakers will exhibit intermediate prosodic features influenced by their L1, with specific variances in pitch accent placement, intonational phrasing, and the use of prosodic boundaries, reflecting their L1 backgrounds and the challenges they face in acquiring L2 prosody.

Chapter 3 details the data and methodology used in the study, focusing on three interlanguage corpora of Czech, German, and Spanish learners of English, alongside British and American English corpora as controls. The learner corpora are sourced from the Louvain International Database of Spoken English Interlanguage (LINDSEI) and consist of recordings that capture various speaking tasks. Selection criteria for the recordings ensured high audio quality and fluency, resulting in a final corpus of 225 speakers and 317 files. The chapter outlines the annotation process, which employed a modified ToBI system to analyze prosodic features, including intonational phrasing, tones, f0 range, and uptalk. It emphasizes the importance of inter-rater reliability in annotations and discusses the limitations of the datasets, including the absence of L1 recordings for comparison and variances in speaker familiarity during interviews. Overall, the chapter lays the groundwork for the empirical analysis of prosodic features across different language backgrounds.

Chapter 4 analyzes the prosodic features of tones and tunes in both first language (L1) and second language (L2) speech, focusing on differences among Czech, German, Spanish, British, and American English speakers. It predicts that L2 speakers will exhibit distinct patterns in pitch accent types, phrase accents, and boundary tones, with findings showing that L2 speakers tend to produce more high pitch accents but fewer low ones compared to L1 speakers. The chapter also discusses intonational phrasing, revealing that L2 speakers typically produce shorter and more frequent intonation units (IUs) due to lower fluency levels. Statistical analyses indicate that L2 speech generally features a narrower f0 range and higher f0 levels across various tunes, with significant variability in pitch accent frequency and realizations. Additionally, the chapter highlights the phenomenon of uptalk, observing that L2 speakers often use it more frequently than L1 speakers, contributing to the perception of their speech as foreign. Overall, the results emphasize the impact of language background on prosodic production and suggest areas for further research into cross-linguistic prosody.

Chapter 5 discusses the results of the study, focusing on the differences in tones and tunes between L1 and L2 speech. It highlights that L2 speakers demonstrate significant variation in pitch accent usage, favoring high-register tunes (HH- and LH-) more than L1 speakers, particularly in specific contexts. The chapter distinguishes between tones and tunes in L1 speech, noting that L1 speakers predominantly use HL-tunes for various pragmatic functions, while L2 speakers show a tendency to produce more varied pitch accents.

The analysis of intonational phrasing reveals that L2 speakers generally produce longer, less fluent utterances with more filled pauses compared to L1 speakers. The findings indicate that L2 speakers often use uptalk as a pragmatic tool for clarity and engagement, although its frequent use can signal uncertainty. Gender differences in uptalk usage were noted, with female speakers more likely to use it to maintain conversational flow.

The chapter concludes by affirming that L2 prosody is influenced by both cross-linguistic factors and individual proficiency levels. It emphasizes the need for tailored teaching approaches in English Language Teaching (ELT) that address these prosodic features, suggesting that teachers should focus on the nuances of intonation and pragmatic markers to enhance communicative competence among learners. Future research directions include exploring the perception of prosody in L1 and L2 speech and the development of more effective teaching methods for prosody in language education.

EVALUATION

The authors have effectively achieved their goals of exploring and analyzing prosody in both first and second language contexts, providing clear insights and practical implications for English Language Teaching (ELT). The book is particularly well-suited for linguists and educators interested in the nuances of intonation and its impact on communication. However, it may be less beneficial for casual language learners who seek more foundational knowledge without the depth of empirical analysis.

Contextually, the volume fits well within the existing literature on prosody, expanding upon previous research while offering new empirical data that enriches our understanding of intonational features across various English varieties. The organization of the book demonstrates strong coherence, with each chapter building upon the last to create a unified narrative that enhances the reader's comprehension of the subject.

Moreover, this work opens avenues for future research, particularly in exploring the perception of prosody by L1 and L2 speakers and the integration of prosodic training in language curricula. The detailed statistical analyses and practical recommendations provide a solid foundation for subsequent empirical studies.

Overall, the evaluation highlights that the authors' explicit focus on prosody's role in language acquisition and teaching not only meets their objectives but also sets the stage for further exploration in this critical area of linguistic study. The concrete examples and data presented throughout the book effectively illustrate the authors' points, making their arguments both clear and compelling.

REFERENCES

Brazil, D., Coulthard, M., & Johns, C. (1980). Discourse intonation and language teaching. Longman.

Cutler, A., Dahan, D., & van Donselaar, W. (1997). Prosody in the comprehension of spoken language: A literature review. Language and Speech, 40(2), 141-201.

Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379-397.

Götz, S. (2013). The prosody of advanced L2 learners: Exploring the relationship between acoustic measurements and native speaker judgements (Doctoral dissertation, University of Giessen).

Ladd, D. R. (2008). Intonational phonology (2nd ed.). Cambridge University Press.

Levon, E. (2018). [Search for the specific title discussing the social meaning of rising intonation.]

Mennen, I. (2015). Beyond segments: Towards an L2 intonation learning theory. In Prosody and language in contact: L2 acquisition, attrition and languages in contact (pp. 171-188). Springer.

Ulbrich, M. (2008). [Search for the specific article on intonation in Belfast English.]

ABOUT THE REVIEWER

Marjan Abbasian is a PhD student in English Language Teaching (ELT) with a focus on linguistics. Her research interests include prosody, second language acquisition, and the pedagogical implications of intonation in language learning. With a background in applied linguistics, she explores how prosodic features affect communication and comprehension in both first and second language contexts, aiming to enhance teaching practices in ELT.