Disfluencies and the Perspective of Prosodic Fluency

Moniz, Helena; Trancoso, Isabel; Mata, Ana Isabel

doi:10.1007/978-3-642-12397-9_33

“…Previous studies for EP (Mata, 1999(Mata, , 2012Moniz, Trancoso & Mata, 2010;Moniz, 2013) have shown cross-corpora (university lectures, high school presentations, map-task dialogues, broadcast news), intra-corpora (spontaneous vs. prepared (un)scripted) and interspeaker (age, gender, status) variation. Building on these studies, we expect the specificity of typical school presentations to affect the distribution of final intonation patterns.…”

Section: Introductionmentioning

confidence: 99%

Stylistic variation in the intonation of European Portuguese teenagers and adults

Mata

¹

,

Moniz

²

,

Batista

³

2016

Intonational Grammar in Ibero-Romance

Self Cite

1

0

View full text Add to dashboard Cite

The present study aims to investigate intonation contours in phrase-final position, in a corpus of spontaneous and prepared unscripted presentations from teenagers (14-15 years old) and adults, collected in a school context. Taking into account the differences between phrasing levels (ToBI breaks 3 and 4), we show that the frequency of low/falling vs. high/rising contours -mainly (H+)L* L and (L+)H* H -varies across oral presentation types. Adults and teenagers follow distinct strategies, though cross-gender differences are also a source of variation. We interpret these changes as an adaptation effect to the speaking styles specifically required at school, which call for the speaker´s effort to speak clearly and to keep the listeners attention, and ultimately as "intelligibility-oriented" speaking style changes.

show abstract

Early Prosodic Development

Mata

¹

,

Moniz

²

,

Batista

³

2016

Intonational Grammar in Ibero-Romance

View full text Add to dashboard Cite

The present study aims to investigate intonation contours in phrase-final position, in a corpus of spontaneous and prepared unscripted presentations from teenagers (14-15 years old) and adults, collected in a school context. Taking into account the differences between phrasing levels (ToBI breaks 3 and 4), we show that the frequency of low/falling vs. high/rising contours -mainly (H+)L* L and (L+)H* H -varies across oral presentation types. Adults and teenagers follow distinct strategies, though cross-gender differences are also a source of variation. We interpret these changes as an adaptation effect to the speaking styles specifically required at school, which call for the speaker´s effort to speak clearly and to keep the listeners attention, and ultimately as "intelligibility-oriented" speaking style changes.

show abstract