ABSTRACT
The introductory chapter orients readers to the main themes of the book by describing speech scenarios exemplifying prosodic behaviors that occur in second language classrooms and speculating about the pedagogical and pragmatic uses and consequences of tempo, rhythm, loudness, and tone. Critical concepts are introduced through personal anecdotes, student perspectives, and real-world examples of how prosody is produced and perceived during second language classroom instruction. Chapter 1 also discusses similarities between student-directed speech and other accommodative and presentational speech styles that are relevant to the study of prosody. The overarching goals of the volume are presented along with a preview of the research that form the backbone of analyses and discussions and an overview of the organizational scheme followed throughout the remaining chapters.
