Enhancing pronunciation through multimodal cues: Chapter 4. Developing pragmatics in Spanish as an additional language (2024)

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Amand, M., & Touhami, Z. (2016). Teaching the pronunciation of sentence final and word boundary stops to French learners of English: distracted imitation versus audio-visual explanations. Research in Language, 14, 377–388. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (4)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (5)

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Gluhareva, D., & Prieto, P. (2017). Training with rhythmic beat gestures benefits L2 pronunciation in discourse-demanding situations. Language Teaching Research, 21(5), 609–631. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (30)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (31)

González-Fuente, S. (2015). La prosodia audiovisual de la ironía verbal: un estudio de caso. Revista de la Sociedad Española de Lingüística, 45(1), 77–104.Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (32)

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Gullberg, M. (2009). Reconstructing verb meaning in a second language: How English speakers of L2 Dutch talk and gesture about placement. Annual Review of Cognitive Linguistics, 7, 222–245. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (36)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (37)

Hills, P. D., Clavin, M. V. Q., Tufft, M. R. A., Gobel, M. S., & Richardson, D. C. (2022). Video meeting signals: Experimental evidence for a technique to improve the experience of video conferencing. PLoS One, 17, Article e0270399. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (38)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (39)

Hoetjes, M., & vanMaastricht, L. (2020). Using gesture to facilitate L2 phoneme acquisition: The importance of gesture and phoneme complexity. Frontiers in Psychology, 11, Article 575032. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (40)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (41)

Holden, S. (1981). Drama in language teaching. Longman.Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (42)

Hulse, B., & Owens, A. (2019). Process drama as a tool for teaching modern languages: Supporting the development of creativity and innovation in early professional practice. Innovation in Language Learning and Teaching, 13, 17–30. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (43)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (44)

Kasper, G., & Rose, K. R. (2001). Pragmatics in language teaching. Cambridge University Press. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (45)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (46)

Kendon, A. (2017). Pragmatic functions of gestures. Gesture, 16(2), 157–175. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (47)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (48)

Korkut, P., & Çelik, O. (2018). Developing pronunciation through creative drama. The Language Learning Journal, 49, 147–159. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (49)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (50)

Kushch, O. (2018). Beat gestures and prosodic prominence: impact on learning [doctoral dissertation, Universitat Pompeu Fabra]. Tesis Doctorals en Xarxa.

Lee, B., Plonsky, L., & Saito, K. (2020). The effects of perception- vs. production-based pronunciation instruction. System, 88, 182–185. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (51)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (52)

Levinson, S. C. (1983). Pragmatics. Cambridge University Press. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (53)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (54)

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Llanes-Corominas, J., Prieto, P., & Rohrer, P. L. (2018). Brief training with rhythmic beat gestures helps L2 pronunciation in a reading aloud task. Proceedings of the International Conference on Speech Prosody, 9, 498–502. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (57)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (58)

Lopez-Ozieblo, R. (2018). Can gestures help clarify the meaning of the Spanish marker ‘se’? Lingua, 208, 1–18. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (59)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (60)

Maíz-Arévalo, C., & Méndez-García, M. (2023). “I would like to complain”: A study of the moves and strategies employed by Spanish EFL learners in formal complaint e-mails. Intercultural Pragmatics, 20(2), 161–197. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (61)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (62)

Martínez-Flor, A., Sánchez-Hernández, A., & Barón, J. (2023). L2 pragmatics in action: Teachers, learners and the teaching-learning interaction process. John Benjamins Publishing Company. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (63)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (64)

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Naoko, T. (2019). The Routledge handbook of second language acquisition and pragmatics. Routledge.Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (72)

Omasta, M., & Snyder-Young, D. (2014). Gaps, silences and comfort zones: Dominant paradigms in educational drama in applied theatre discourse. Research in Drama Education: The Journal of Applied Theatre and Performance, 19, 7–22. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (73)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (74)

PadillaGarcía, X. A. (2018). Remarks on verbo-tonal phonetics for a communicative context. Normas, 8, 259–271. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (75)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (76)

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Rusiewicz, H. L., Shaiman, S., Iverson, J. M., & Szuminsky, N. (2014). Effects of perturbation and prosody on the coordination of speech and gesture. Speech Communication, 57, 283–300. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (78)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (79)

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Swerts, M., & Geluykens, R. (1994). Prosody as a marker of information flow in spoken discourse. Language and Speech, 37(1), 21–43. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (84)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (85)

Swerts, M., & Zerbian, S. (2010). Intonational differences between L1 and L2 English in South Africa. Phonetica, 67, 127–146. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (86)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (87)

Turk, O. & Calhoun, S. (2023). Multimodal cues to intonational categories: Gesture apex coordination with tonal events. Laboratory Phonology, 14(1). Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (88)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (89)

Ulas, A. H. (2008). Effects of creative, educational drama activities on developing oral skills in primary school children. American Journal of Applied Sciences, 5, 876–880. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (90)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (91)

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Wigglesworth, G., & Yates, L. (2011). Mitigating difficult requests in the workplace: What learners and teachers need to know. TESOL Quarterly, 41(4), 791–803. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (101)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (102)

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Yuan, C., González-Fuente, S., Baills, F., & Prieto, P. (2019). Observing pitch gestures favors the learning of spanish intonation by mandarin speakers. Studies in Second Language Acquisition, 41(1), 5–32. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (107)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (108)

Zhang, Y., Baills, F., & Prieto, P. (2020). Hand-clapping to the rhythm of newly learned words improves L2 pronunciation: Evidence from training Chinese adolescents with French words. Language Teaching Research, 24(5), 666–689. Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (109)Enhancing pronunciation through multimodal cues: Chapter4. Developing pragmatics in Spanish as an additional language (110)

Enhancing pronunciation through multimodal cues: Chapter 4. Developing pragmatics in Spanish as an additional language (2024)

FAQs

What are 4 ways that you can promote language development? ›

4 to 6 Years
  • Pay attention when your child talks to you.
  • Get your child's attention before you talk.
  • Praise your child when they tell you something. ...
  • Pause after speaking. ...
  • Keep helping your child learn new words.

How to communicate with a child who speaks a different language? ›

Read on for 8 helpful guidelines on communicating effectively with young second-language learners as they begin to understand and use English.
  1. Begin with the basics. ...
  2. Start slowly. ...
  3. Buttress communication. ...
  4. Always respond to communication efforts. ...
  5. Repeat yourself. ...
  6. Talk about the here and now. ...
  7. Expand and extend language skills.
Aug 20, 2019

How you are going to encourage children to speak the language? ›

Use actions, sing, make noises and funny faces. Don't be shy, being a bit silly helps get their attention and makes them laugh and can encourage language development.

What are the four language skills taught in first additional language? ›

Emphasis is placed on the teaching of the listening, speaking, reading and writing skills at this language level. This level also provides learners with a literary, aesthetic and imaginative ability that will provide them with the ability to recreate, imagine and empower their understandings of the world they live in.

How can I improve my four language skills? ›

The Interplay of Skills

For instance, strong listening skills aid in developing accurate pronunciation when speaking. Reading enhances vocabulary, which in turn improves writing. Writing practice can lead to a deeper understanding of grammatical structures, benefiting both speaking and listening.

How to do speech therapy at home? ›

15 Speech Therapy Strategies for Parents to Use at Home
  1. Give your child choices. ...
  2. Model simple language for your child. ...
  3. Use parallel talk to narrate what you're doing. ...
  4. Expand your language into longer phrases. ...
  5. Use visuals. ...
  6. Try expectant waiting. ...
  7. Give positive reinforcement. ...
  8. Try a little bit of sabotage.
Oct 20, 2021

What are some examples of activities that integrate the four skills? ›

Two activities that make use of all four skills in tandem are Self-introduction and Reading and Retell. Self-introduction takes the answers to a series of personal questions (name, age, grade level, where you live, members of your family, favourite sports, animals, colours, subjects, etc.)

How do you stimulate a child's language development? ›

How to encourage early language development in children. The best way to encourage your child's language development is to do a lot of talking together about things that interest your child. It's all about following your child's lead as they show you what they're interested in by waving, babbling or using words.

How to teach additional language? ›

A great place for teachers to start is by making classroom lessons more EAL friendly and ensuring the language input students receive is accessible.
  1. Give Written and Spoken Instructions. ...
  2. Introduce Vocabulary in Context. ...
  3. Offer an Extended Glossary. ...
  4. Teach Sight Words. ...
  5. Be Patient.

What are the 4 skills of communication? ›

When we say that someone 'speaks' a language fluently, we usually mean that they have a high level in all four skills – listening, speaking, reading and writing.

Which skill comes first in language learning? ›

Listening is the primary learning skill. It is known as a responsive ability, or a latent skill, as it expects us to utilize our ears and our minds to understand. It is the first learning skills.

What are the 4 methods to learn language? ›

You can practice all four skills — speaking, reading, writing, and listening — from your mobile device. This means that for the first time in history, you can truly learn a language from your own home.

What are the 4 ways of language? ›

When we say that someone 'speaks' a language fluently, we usually mean that they have a high level in all four skills – listening, speaking, reading and writing.

What are the factors that promote language development? ›

9 Factors that Influence Language Learning for Kids
  • Motivation. Is the child being forced to learn, or do they want to learn the language? ...
  • Support at Home. Is another language spoken at the child's home? ...
  • Prior Linguistic Knowledge. ...
  • Learning Environment. ...
  • Teaching Strategies. ...
  • Comprehensible Input. ...
  • Student Personality. ...
  • Age.

How can a language be promoted? ›

The more types of language input that children receive, the more their language skills can develop and grow over time. When adults “mix it up” by using lots of different types of words and grammar in their speech to children, children benefit by learning to use more complex and varied language.

References

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