ABSTRACT
Chapter 3 explores phonetic reduction involved in different speech styles and contexts and the extralinguistic features that shape the energy speakers expend during speech. Focusing specifically on the second language classroom, this section examines the role of teachers and students during discourse exchanges and the prosodic qualities that have been identified as components of speech produced by teachers. Teachers utilize phonetic reduction and strengthening strategies during teacher talk to different extents and for a variety of reasons, and individual differences between teachers are discussed with a focus on the influence of native speaker status and student perspectives. Finally, accommodative speech styles such as foreigner-directed speech and infant-directed speech share some of the same pragmatic qualities as student-directed speech. The prosodic resemblances between the speech styles and methodological and pedagogical implications of previous studies guide the design and execution of the analyses presented in this book.
