This study compares the prosodic properties of French wh-in-situ echo questions and string-identical information seeking questions in relation to focus. Thirty-six (12 $\times$ 3) wh-in-situ questions were embedded in dialogues designed to elicit (A) echo questions expressing auditory failure, (B) information seeking questions with broad focus or (C) information seeking questions with narrow focus on the wh-phrase, i.e. a focus structure similar to the one of echo questions. Analyses regarding the F0, duration and intensity of the utterances produced by 20 native speakers of French show clear prosodic differences between the three conditions. Our results indicate that part of the prosodic properties of echo questions can be attributed to the presence of narrow focus (A and C vs. B) while another part is truly characteristic of echo questions themselves (A vs. B and C). In combination with known differences regarding their pragmatics, semantics and syntax, this sets echo questions apart as a separate question type. At the same time, our results offer evidence for prosodic encoding of focus in French wh-in-situ questions, confirming and adding to existing claims regarding the prosody of focus marking in French on the one hand and the presence of focus marking in wh-interrogatives on the other.

Two methods are commonly used to elicit production data for prosody research. The first, in which participants read out a series of written sentences, gives good control over what data are elicited. The second, in which participants perform a task designed to elicit the speech of interest (e.g., a Referential Communication Task), is suitable for studying speech in context. However, certain research topics require the combination of these qualities. We developed an elicitation paradigm, Scripted Simulated Dialogue, that (a) gives precise control over the data that are elicited and (b) is suitable for studying speech in context. In addition, it allows the researcher to control or manipulate the preceding discourse, whereas a Referential Communication Task provides discourse that may be analysed afterwards. The paradigm simulates a series of short dialogues, in which the participant reads her text from a screen and the 'interlocutor' is a recorded voice. The participants are not made aware of which speech turn in the dialogue contains the target sentence. We illustrate how Scripted Simulated Dialogue may be used to manipulate the context and make the E-Prime script available to other researchers.