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Work on intonation, especially related to Spanish, has not focused extensively on second language acquisition in general. Within this context, little to no research has addressed how language instructors use rhythm and melody to facilitate the oral comprehension of language learners. This study begins to enter this space by analyzing recordings of Spanish language instructors reading passages directed at first year language students. The main results reveal that the these language instructorsdoi:10.4304/jltr.2.3.493-507 fatcat:b5ehqerwrja47hq7lw5ithduji