Describing, listening and teaching questions and orders´ intonation in mexican, caribbean and castilian spanish to brazilian learners

The study intends to present results obtained from a methodology of intonation teaching, based on metacognition assumptions (Flavell, 1976; Gombert, 1992; Ribeiro, 2003). has five stages labelled as: 1 - learner's awareness the transfering their mother tongue (LM) into target foreign language (LEA); 2 description intonational contour total and partial interrogative utterances; 3-perception; 4-mimetic repetition; 5 oral production careful listening. According Cortés (2002), is essential convey messages in an appropriate way, showing expressive meaning besides syntactic-semantic aspects- utterances. PINTO (2009), E / LE learner transfers pattern LM when he or she he/her LEA. How teach intonation? This author proposed applied describing teaching Spanish undergraduate students Letras Portuguese Spanish, public university Rio de Janeiro. For this study, 18 utterances were written as language, Interactive Atlas intonation. corpus composed 9 Brazilian L1, both compared totaling 36 statements. such data collection, informants received CD's yes/no questions, confirmatory questions declarative imperatives request dialect chosen by each student- Castilian, Caribbean Mexican. Recordings made at two specific moments: before after exposure our teaching. After we described phonetically analyzed them with aid PRAAT software following Autosegmental Metric (AM) model. analysis, implementation F0 tonal accent these utterances, order check if accomplishment prosodic system undergoes alteration work awareness, description, perception, mimetic repetition stuck attention. We observed that learners, being submitted methodological proposal transfer characteristic contours for all listed varieties. fact confirmed process. However, learners are proposal, they mostly implement expected outlines according