PHONETICS AND PHONOLOGY

TOPIC 14: INTONATION

Instructor: To Minh Thanh Ph.D Team members: 1. Nguyen Huu Thien 2. Tran Son Lam 3. Nguyen Thi Thao Nguyen

TOPIC 14: INTONATION

1 2 3

Ways of representing intonation patterns

EFL learners problems with English intonation

Micro-teaching

Ways of representing intonation patterns

Nguyen Huu Thien

1. Barbara Bradford
Small CAPITAL letter for prominent syllables UNDERLINING for tonic syllables Two slanting lines ( // ) to mark the beginning and ends of tone unit An arrow ( ) or ( ) to indicate the tone which begins on the next tonic syllable Ex: // as she likes READing// What shall we GIVE Clare?

2. Peter Roach (2010)

Fall \ Rise / Fall- rise \/ Rise fall /\ Extra pitch height Level _
Ex : \yes, \no, \no /yes, / no \/ yes, \/ no /\yes, /\no _yes _no

3. Lines
a) ________ ________ Why ? __________________ __________________ Why did you go ?

3. Lines (cont.)
b) Linda(2005) : Its hot in here c) Marianne Celce- Murcia (1996) : 4 levels of English phonetic pitch (4= extra high, 3= high, 2= middle, 1= low)
Declarative statements (2, 3,1)
3 2 Johns SICK (glide) 1 3 2 Hes taken an AS pirin (step) 1

3. Lines (cont.)

Notes : * Glide = last stressed syllable in the thought group. * Step = unstressed element immediately after the main stressed syllable

3. Lines (cont.)
d) Peter Avery and Susan Ehrlich : He wants to go home. e) Ann Cook: Stair case
Dogs bones

eat

EFL learners problems with English intonation

Tran Son Lam

EFL learners problems with English Intonation

Tonic syllable Tone-unit boundaries Pitch variation Intonation patterns

Intonation Patterns

Fall: assertive, positive. Rise: polite, diffident, enquiring. Fall-rise: reservation, doubt, uncertainty. Rise-fall: emphatic, impatient, possibly sarcastic. Level: neutral, uninterested

EFL teachers are recommended to do the following

Learn how to describe English basic intonation patterns. Teach students to think in terms of the speakers intention in any given speech situation. Let students listen to recordings of themselves.

EFL teachers are recommended to do the following (cont.)

Enhance students communicative ability in classroom. Promote students cognitive process in learning pronunciation. Employ both perception and production activities.

Micro - teaching
Nguyen Thi Thao Nguyen

Final intonation

He wants to go home.

She gave him five dollars for it.

Rising-falling intonation

Final intonation (cont.)

Does he want to go home?

Did she give him five dollars for it?

Couldnt she have seen him? Do you want to give it to him?
Rising intonation

Non-final intonation

When John left the house, it was raining.

After we have dinner, well go to a movie.

Rising-falling intonation

Non-final intonation (cont.)

He bought apples, peaches, pears and oranges.

Ill have two pencils, a black pen, and some ink.

Continuation rise

Tag question

Deannas helpful, isnt she? Deannas helpful, isnt she? Lovely day, isnt it?

Practice
Have you got a car? When did you meet him? Ill have two pencils, a black pen, and some ink. He broke the window, didnt he? (doubt) Is she a doctor or a teacher? What are you doing?

Production
Ask your friend about his/her plan for this weekend. Express your positive feeling towards the song you are listening to in order to start a conversation with your friend. List what you bought when you went shopping yesterday. Express your doubt about the true value of the book your friend has bought.