Frontmatter -- Contents -- List of figures -- List of tables -- Introduction: Affective language and prosody as a key -- Section A: Approaches to learning and teaching prosody -- 1 On the functional map of intonation in Spanish Foreign Language (SFL) teaching: is there a place for emotion? -- 2 The effect of emotions on melodic patterns. A focus on Spanish learning -- 3 Affect and emotional prosody in the foreign language classroom -- Section B: Affectivity and prosody -- 4 Melodic cues of acted emotional speech in LX Spanish spoken by Chinese L1 speakers -- 5 Emotion and melodic features of emphasis in Spanish produced by Chinese speakers -- 6 Melodic features of emphatic intonation in Spanish spoken by Swedish speakers -- 7 The prosody of word stress realization as a possible sign of insecurity in the spontaneous speech of Hungarian learners of Spanish -- 8 Catalan early readers prosodic characterization of a wh-question: traits of affectation -- Section C: Emotional status of L2 learners -- 9 Foreign language speaking anxiety and automatic speech recognition-based practice -- 10 Facilitating oral skills and willingness to communicate in the L2 classroom: towards a music-and-emotion-mediated learning -- 11 Feeling lonely in a new country: The emotional discourse of migrant learners of Spanish -- Section D: Cross-cultural affective conditioning factors in L2 learning -- 12 Music videos for fostering awareness of democratic culture in foreign language learning -- 13 Intercultural climate in university segregated classrooms: Language, emotions, and gender dynamics in Qatar's higher education settings -- 14 Chinese EFL learners' cognition of colour and colour-related emotional expressions in the case of red and blue -- Conclusions -- Index