Chapter J The Intonation System of English “1s coi ha ing ad pple minded eh er” ALM Mongemey 1.1. Why Does Intonation Matter? Lets stare with an example fom the world of work the we wil come back to in Chapter 7. the U.K, the gest minority group of eens are fom ‘the Ina subcontinent. Many hve leaned at least sme Eaghsh i Ida: Ihowser thi vary ian English) a New English ttn some ase oe lowe ite dient conentions or norm rom Stender Bris Engh Lo a ‘ample foesing on intonation onmenons, Garp: (1982) deste ow the unexpected intonation pater of Indian and Paitin Faghcspesking ‘workers workglace cafeteria in Brisa cased them tobe perceived as nco- ‘pent by thar Beh Engl peakingadetes The incidents cated ina eae ina itis sport in which Indian and Pistnd wornen ee serving mes to British Englth-seaking population faupersors and cg andes who preived them a surly and uncoopeatie,” When theres tins at the cfr were ceed was ear that diferent conventional ses sng and lng intonation pternwereat the cone ofthe minundertanding Foresanple, oaks cago handler ihe wasted gry with i est Betis 1: The Intanation Sytem of Engh 2 Engith-spesking worer wuld ay" AGrao ssn sng nromation, where sm cian Enghon peaker would sy" MOrsy” sings ing intonation. The srs interpreted a demand fom the wover athe thanan ela was per ‘ete the Bish Hagia opeakars ar rade Campers ported ‘When the Indian women herd this itnaton puters], they ban saerstand the reson hey had been geting all slong which ba ut ‘hen seed inepehenle, They then pontine ele inten ters which bad weed ange eo hen when poke by atv Engh Speaker Ate ste tie, superior lene thatthe Tan worn’ filing ttonatin as tee noma way faking questions in tat sain, stat no adeno inden wa ated (p 173) Gurgert goes on to eeport hat once shes conventions were dicused inthe commit real improvements transpired in the iateetniccomsuniction that wae common in hit particular workplace, Keseem unlikely, however that ‘hirreoltion wo ave ocd without nimterenton spl fc mre ily that ai crimination ich the Tagan woes nial wa emi 0 ame won ave bere the ole cpie “This example hight to crit specs ofintonation sytem natal language. Fin, orm and feetion reno univer ar anger or nen Anlectrofth same lnguage wil some univers may et oe Cpe or ‘pore dcuion) language may weenie cifeet intonation tract t0 ‘Sql sale pragma menage Secon, ar competent wer ofthe langage, swe ar nt neosely very good at relecsing om what intonation ad how we ‘night ase st Thien art became we ae anal veal dhe contentions that unde our intonation ae thay wea they ae broken the esl sen Interpreted something cute the language sytem such 3s geaker ane cobs, es loin pt cae thee igi beavis econ very poe In uasint vets ike speech whey we hae none to select on why partic lar fetings ight be wigs, this ese, Rubin (201) gots, pounce ‘on can ply a power cole in pretion management Prominin soo erly acoustics hasan ace socal fe Linge siemereonping i tobvst mechani of scl judgment whereby soe scribes myn of eats eo speakers based often 0 only ey hin samples oF roencition, (p16) ss CU» lcauraeinenton “The ex section acs in broad she the itor arco the developrent of Intonation odes in Engl. The ne 0 provide abi background for ‘he rears basi for understanding bow caren denrsptions have emexged tnd why certain pedagogical tations hae developed. Webegin with he i= sion tetveen Bish rl Aces poacher eo ntunaion and clot wit the ‘iow rece models hat posite intonation in dsone 1.2, Historical Approaches to Intonation “he soy of Engh itostion nai cmon divided ito evo bond Catgures the Bush wadion sade Noth Aaecan raion. The est uj tym Bas Lng woe ied by Sele 1775, who was aso The fin ponies sya met of easton ery dete 8 ‘Slaton whch bide ptch anges fs qurerand even anihth GiatoneDioaly the me ntueta ely mde phoneseian vas Hemy Ses 1890), whose tonal seals se heb for moc fhe te work inte Beh wan, Set ered five tone thee ng oes ee ‘ed a) andes bela fil-e) wih er en ‘vuln bel. A og ton, fr nic, cold vy fo nda in pn ot snpence sie igting chance of ers oF aay” a 1922, Palmer posited that che one group was the wnit within which the five toes cine The tone ro wi ser of words contain one major ‘ees lor prominenc) hich died hes set the maces he Secsed let bead whch copied snyig tlre th aces an thee hich nde ying ere Atop, oe ie, eae have Citspeton the ner stato the one unt he ice oe one igo cia tbe heat of nana Dei oon Work © 2 rscnedynching nthe nd! rected iso Sere ev fe Pirert work wu pba ter nen every acento nae os spgsed by Atmerong ood Wad (920) {Ste conor ane Tey puta th en attr Ban ues can be ‘Eee in tw ef goer ema ee od wi ed Ma tera wtaions Tune 1 filing tone wed In exemios of cot. wie Tune 2s ng fe gang uncer or ampltenct The Crnsipoon ethod, deoped forthe bec of Egham ane Comte of sl cots tae up of dts ae eget eed ee 1: Te ntonaton Sytem of Engh * and untested slibles, For the nest fw decides, esachere conned to ‘nook in either contosr ass or tone group analyse and dered tone Choice in tems of oth grmmatal extegit and atsinal characterise “This ype of emanticabling resched ts pee wth O'Connor and Arnold (0961/1973) who cred ney 300 adil ategoier ia he txonaey af "The mot significant and long-ating contcation tothe tis ion at hist was made by Halla (1957), wo inlaed a ana intoeation 1 part of his flame of peri rant, Halladay believed hat tons ‘onal contacts were gammacca in ate. He mated tat “we canor fly describe the gamma of Engl without ference tothe cons expounded by intonacon (p16), He was primary concened wit formation vc tare ad the Futon of intonation toe informaton a given (ld ot new. ‘This model comprises thee separate sates: tomy (oe unt &ivision), toni (the inera aructre ofthe unt, ni tone (itch moverent onthe final tone sabe) The fl tonic lable eas he iformaton fas and characesze bya xing Griting uncer) oiling nditngersing) ‘movement. An ational stem iene the pitch eel whose fanetion to dere affective meaning, Pssems libel with ijl plones sich 2 “orcefilr quer an “restric or iepponted” 1970, p. 32-33). als ana remai one the ew emp t completely negate ation inte the grammatical rte of Bich (alday 8 Greaves, 2008). "As the ation of tonal and tune anaes wee beng deepest rend in Britny s ch dierent tation vn rlving OF the oer side of the Adan The stay of inguin in North Americ wasnt deen by Boxy, Supt and Blomfield Rabi, 1967), and the view of the later to schol art eguding intonation prepa he wy for couch of fre tenet by [Ameria setezchers On the one Band, Supe (1921) vewed intonation ss 4 peti cemest outside of pus” lingua: “Al that pt of epech which fills outside the gd atiatory funewerk at spec ne, bu ently supecaddd, oreo ee inatnciely determined vocal complication iasp rable fom speech in practice (ot 2, p. 46)" (Ga the other and, Bloom (1933) developed prnsipls of phonemic sanatjls that exedad into every lee flight steuctre, and Intonation ‘st no etception He regaded intonation and ste a secondary phonemes, toh besa they could not be atahed eo parla segnent and beware he regarded intonation as x way to modify speech, Although he developed frepitch pd hee ses phonemes, he contin tobe ambiguus regarding thee pre eet WWease fae of pch ver gsi the nanaer of stars a when We tally seeing yeaa, cessing, heel and on ag ‘sh and in the langage of Eaipe gener, ptch te acoustic are snhue geste ke vartatons, noone bt socially ete, Border Tot cow upon genuine lng incon. (p. 114) [Much of the wo that desty Followed Bloom was concerned with ceincating the satus of es and intonation a dtincsv ing Fentores The most thorough dsp ahi me was gen by Pe (1945), hove ompehemsive pose treatment a ietoaton, est and pause and the fecompanying tmnption methods asued prosodic atures a permanent ace in ninstea linguistics. Pie posted fur relative but significant eels tpt, or pitch phonemes ate be buling hock fronton orton “These ar thw asa sis of connected aumbers resenting the pact fer suchas 2-4 of 3. Tn aon to level and contoss, Pike wend te pe phonemes tenaie and fil, Te eet pause ead noc in Paces whee the aide ofthe peter inher uncer or nor-iality, nu the fil prseozus when the peers aide one of completion. For Pike, ntonation wa ely tidal: I English, then, am ENTONATION MEANING sis he lex Cal weaning of enece by alg ti che SPEAKERS ATTITUDE, towards the conten ofthat etece Thee ates ir fom sue, to ellen tosharp lion of ome par of a etene fr atetion, ‘iil dtachient (pp. 21-2) apelin in xg) Pike listed approximately 30 pimarycontous and a mumber of mic ‘Son aig labled nats era sich a “endearment” *etached= ers ild action, “incomplete deliberation,” and 20 on. Pikes aralst fe very inloeatah and the ongept of ou pitch phonemes and 0 une= Tove pe bone te norm. The stages ie of his Kind of apa was fnber American, Dwight Boge. ln his view intonation was not phone tne" The basic ent of ntonation the pute, nota ptte ib the relatvely ihsact see of grata ecuences, bai she fadamentay downto 1: Te intonation Sytem of Eni io cart sense ofa continuo line at can be acd ona plese of paper (1951 206)" ‘Nat lng afc tis debut honor the de of generative grammar, which Soca on ceting «tem of lt for interpreting sentence srt, co sige intonation tothe edge ofthe eld in most mainateam Ames i= fst. For example, igonation i puporlyonited fom Chomsky and halls (1968) genes Be Seu Paseo Engl wich fers reales to Stckvell (194) and Liberman (1966) who were attempting to gee “intonation snore via ransormatonal res. Thi esearch was eal eo Jeni there ws nyt incorporate the sand nso of norton Into ranformations In onder t deal wih tise the eseahes arepted ‘to septs ote linge and nw nguiic apes of ination an once ai the sto intonation a= Engst tem was ale into question The emeton ofthe spesker cen sei the ntnatio oa tera stat inean mod other spect of the pec gal. Hower, these pecs tf incnation ae ee prinary Linguine pheno. They are apparent y ‘nperimpost onthe ngs predabe ape of itonton, doug Ses a presen, ot clear how they aze manifested in the seus Sena. Have, th cs of eon ae independent ofthe ing apes of ‘he psc gna (Licbermaa, 196, p. 121) a sumatiz, y te ely 1970 to disc tion in Eiht ition analysts had eeage The Beis train was fen ciael fora Lack theoreti bse and an ovesipliation of dexiption, pial foe pedagogical purposes The Amrien atem, onthe other had, bad song "hort as, ur pehaps one that was no entirely sited to dhe nate of froma phenoinent there was a tendency characte extalngusic ‘owe fees cu id not Bt nel into the ym 3. Intonation in Discourse ‘Ae theoretical invest in inguitice shied toward analysis of soar throughout he 197 ane to the present day intonaton bane lest magia Fra. Linguists sch a Labow (1972) and Guspers and Hye (972) who ‘vee working with nazunl sesh ad conesubonal na ncided an import spect of spoken language tat hal an eset le im rulingInterctin,eensingy, dicot based model recognized a multifunctional fol for intonation, which is deserbed by Chus (2002) and simarized as: 1. Grammatical fanetioncocopuics & number of primal trac aneson inlging the we fal ing o lig itch ditin= ‘push recess vatement ox questions, andthe employment of fone uni and pe sacar to disambiguate relive cases 2 Astana enetion comprises mich fhe wodkon te aleve Function of nation that we have en develop ore he story of stoationl mai (previoaly decibel). However, recent no {ls hve moved ay ra ton many pre bes and wanecesiry Complications snow widely ecgeizd that afetve meaning is ‘Commit by alter of arables that ince loudness, ses fae Hines ad conerialexpecation, among hers 5. Discourse fanction encompass oth informational and nterc~ tinal pects of pitch and pase cre Stas have shown that ‘rem pch nd pate character are ed to ope sructre {bth he local aterance) ar global (@eoune) levels Speakers se ‘hese etre to mark boundary strength (ean wkerence boundary {essa paragon) and steers aes infocmatin 0 fue informatie struct al predic pening information Tne ‘tonal fron of intonation ide the we of pitch variation Fegulaerrn-tikng in conteraton, communicate ssinlngisic information ach a tat ferences, and to contrat etn shiping between print 4. Tadeaical function desc the was in which particule iaronaton terns can mata spake alain wth a rejonal or scion tual gop. One eral freuen discosed in bo the ingwise ou msnstream pes the high-ring teinal ose ha mas 2 ‘oval nee fen efecto as Vay Gi, Mallpeak,o Ua |A focus om ptr of intonation in. dacounse in conjunction with spi levlopments in digi speech processing and syatheied speech Inv Ie {o an increase terest in the rl ha intonason ply in natal inteacton ‘The mont recent tode-buldingi noma pies this dicounse- pragmatic pespstive,poitinng te communicative valde ofthe onation sytem and Continue fo rveal the stra dade between Bash and Amen cai 1 Th nation Sytem oF gah 8 tions, This canbe shown using ewo dient yt comprehensive frameworks ‘developed by David Beal (1985) and Janet Pieehuber (1980); exch of ‘which eae wit diferent proses in mind: Bails mel closely follows the Bets fanctonalsetadion and priori the dexipton of nataly ‘csuing dsr Hiconcert ae both o understand te rl of tonation in commonieton and devel a model that ca be wed 2 basis reaching Eagsh itonation to Inguage lesmer, Perham, om the ober har follows the American genetve radon and bude 4 there todel af intonatorl phonology sing language eames age created and ested ia the laboratory appation f ths model have inhi work a sybeied speech. Despite thee very diferent eventations, where both onde adress the pragmatic Funcom of ftonaion in dicous, dey each sl conch sone a lb cused in Chapter 2. 1.4, Pedagogical Impact of the Study of Intonation ‘This final section tly examine the ik betwen the hiv development of intonation modes and pedagogical practice a rele in ESTEFL tet- ook panning the pst 0 years or ao, Te focus on the atin repre sve function of ftnaton developed by O'Connor and Arnold (1961) reached it pein OConnor's Bet nt Pronmcation Br publibed i 1967 and current sil able ini second etn, pushed in 1980, In Comore took (p 120, intonstin prers ace mk orng dari nda pee of aide, For exemple the glide-up" ie aoated with» "soothing ce “encoraging” aides ee | wert ve too fst so dont wen ‘Where he take?” is suited with “gle Tai hurt you so why make al ha fs)Pagogicl materalsin he United States fllowed the plch an juncture pho rene approach developed by Pike (194) tat sceesed intonation tough {rama strstr, There ae fou lees af signfcane pth keel choices thar ase mere a 4= eta high Sigh: 2» mid; ad T= low, Stent teint to common intonation ates sich asthe declan inter ‘pst pterns ge numbered contours: Dectratioe 2-9-1 Petters a ‘ 2 CANT Bade Cay “The pedapppcltadion tha i etaisbed in these material cas stil be Aiscred in cute popula ts ir teaches. One wry commonly wed re rene tex inthe United Sees fr exp, Taching Pronunciation (Clee ‘Marca e aly 2010) vies grammatical apd ritual function a6 means of undestanding the intonation sytem, and retains among, oer concepts fhe declarative ves inerogtve detnction and the tassrpion evel “As Levis (2016) noes, the Hid onus to stage wih how combine ute intonation research ost pode with pedagogic mater Sie he ate 197 thoes an abortry sez nto intaton has caploded wih now Bigs, tony fr Eg bt for any ote a {gages (eg, Hint & Di Cito, 1988). Amor ane of this rere has fortis way in teaching materi. etki oveempbasae incmation 9 tlston of gamma frm and avo epesl oe in epg emotional meshing a bee hat as long Ben queso ean 1 Th tation Syste og) ” 1.8, Summary ‘This chapter cued bray om che importnce of 0 approaches 0 the insonation sytem in English: stra and fancona. This verew at tot designed em be 2 corphensvetetent of the Rist development ‘intonation model in English. Detied teatmens can be Fund i ewer txcllene ex including Crutcaden (1997) and Lad (1996), The chapter tly dese seme of dhe pga pistons of there model a hey fave epee ver ane in ESL/EFI reaching practice. Chapter 2 wil itor shce a modelo oaton based on a dicouse-prgmate perspective Bra, 1985/1997) an wl hace the ways in wichita form he bas ora ore flctive pedagogical mode 1.8. Check Your Learning 1, Why iesdying/ndensnding intonation espace? 2, What are the msn difeences Bere the Bish and Amin approaches to intonation? 3. Hlw weal yoy dserbe the hist of ESL/EFL tentbook! appro to teaching intonation?17. Activitios 4, The phonesian Dani Jones (1881-1967) was almost cern the Inept for Pofeoe Higgins in George Berard Shaw’ pay Bygnnion which was ated into the a My For Lady (1968). u the movie, Profesor Higgins uses a yophone to each his sent how to change er intonation, which he peretes as ery. 2005, -Rebess Hina develope a measire of ite varton tht an be wed to detest the pseied “veins of cond ngage err speech (inck, 2005) Dicuss your experience ara teacher ane err of gl wring wth the intention ater. What your pseeton of leer? speach? Does em eyo lat? Ako ik aout wht ‘cvs ou ave wed and how you mearred races. Were you abe to means improvement? 2. The work ofnteacioeal scent John Gums (1922-2013) did mac opus underetnd how speakers in co-caloal ‘ination can misndetand each others intent de to diferent oem Jn inontin, ress and non-veba cosaeation, Te your ov experience as eather andr language lees, ea you ell ny ‘petiences in wich you have flr unconforble nan interaction and ‘etecve the road ures may ave been o Same? Chapter 2 A Discourse-Pragmatic Approach to Intonation: An Overview of Brazil’s Model of Discourse Intonation “The disoune-pragnasc approach to latonationresncepuaizes eaitonl pedagogic descriptions of intnason an provides evidence show that there Ira fndamentl fave with preenations tht ent intonation primary with gamma fnction oF atitadnal expresion: While intonation cll cor ‘ler with these components nthe door, the meaning ofthe intonation ‘prem i ot located in the grammatical sacar or emotive content of ln see: thai not wholly preditble based on what x happening in these bea ofthe language stem. Rather by fcising on these ze, ar se {ly picking out pce ofthe intonation system and yng to ake eae of ‘en indy rater than looking athe tem a whl “At the beat ofthe approach presented eres thu the intonation system ie cssentaly pragmatic in aatre, hat conte independady the is ‘ou by sing intonation cue to Ek he infnaton toa word or conte? thatthe hearer can make ese of, Aa this content conti changes between speaks and hearers in atl decung discourse ths apaoach ccogaies ‘hat imtonation choices fenton within 4 conta ad lose thei sgnieance shen this content ie seduced or eradicated. This haper provides an intl review of the dcouse model foeusing on Both che eure and fnction ‘ofionutin in Eoglsh. Lae chap cscss each ofthe stems tied inhe model that wil be introduced ere rote deni The four basic ste oft 1. ving speech into its thin speech ie 2 highlighting prominence infomation within spe 5, eoosing the itch pattern onthe wit’ tnic lable (r Focus word) 4 choosing he pitch ight on prominent sabes rte tonic ale 21. Dividing Speech into Units ve tice tonto, sts of ach ve ill one unit, Io pea a erty lel Sg gon tne wpm = ‘Sham shes oyster ae a Engels neon ht ences Sais ein toe anita ped by th Peer tanec chk lage ah = ome eno pec of afomation a qson one clase jst = recat) 1 division of complex causes independent + dependent clases] + emsin ase 4 adjuncts such as Brsner ofall. [Asan exc in the prose nde una ecognon sad the tt ERA Sn Pisce 21 ai predict where you chink intonation nit bounds (ortho group) igh pp ure 21. Serle Spoken Test without Tone Unt Baundaser [eae wan ran orpat was betwen lanes eho magn nari SUL Nfoted cin wala pores woo watain ed ser waned ay oan oan Dacor re 2 0 | “Sng nto ne we wong 2: soure rg ABER Fgwe 22. Sample Showing Pais Boundres ‘ie ie a en apo es twee ne! a rads ke Snempota pone cl nok rx art poe were 2H enna nd waa wate! ay began one envio egy awa tng ont prne wating one | Figure 23. Another Posse Dison of he Tent to rtonaton Units Figure 22 shows one pone division of the vst nt unite (/ marks pase oundaries bene rit) Figure 28 shows yet another posit. Tn Figure 22, copes case ae divided oo separate nite Cg. (lt time [we at an aiport/ Twas between plies), nda cae ace cpa tated (eg // aoked acu all he phones were buy) repeated tem re ‘epusted (e201 wate line! and waited and wate) and he adjunct foals eae en the min ase (1 finaly Veg te.) is Figure 23, thee re fc fewer it boundaries and syteteuts are mich lager (ef le ime Twas stan sep T war beeen plans aod Thad to ake an itipotnt phone cal; however, each anit conics t0 snake sant ee st contin seer complete unt of infomation. For ‘ample ont bounds tween latte Twaratan apt Ta! beewcen pines and Thad” would ao occur sa possible cose of competent Lage Tih speckers uns they were having some diiely wih online speech proton "Becase tere arena abot rls regating how a pice of spoken score sma be did peer donot nese away gee on excl where ery toe unitbonndaty wl ocr (ori ito om) na pee of tex. This hap ens ora umber freon incedng speedo delivery, indie percepoes ‘of how inrmation imo Wkly to Be organized, and tbe slated ctor. As ‘thal the pens in the douse intonation mod the deiion Her wt he Speake. Here, there ae unguetioealy very kly very unl coics2 ‘cous ntonaon (ie, expected norms hac ute ntntion choice with oer spect ofthe (Srcoo src suc a sot oe emai. A given spake’ contbutions sie ded to be undeestood and over tne, tis creates de conventions ot oom thot we profoce and interpre a speaker hears in our sesch com> Troy "his mena that spec are iit gfe on where wit boundaries rete to appa sh an the mide of rata semantic and porate ‘pooping. For moe deta see Chapter 3.) 2.2. Highlighting Prominent information within Tone Units ‘When we dicot dhe we of set ia Bagh, the fst mci dition isthe Ulcer between prominence (tern ce sence srs) an lea sess (Goud suc) The ample utterance akon fom aus ete on US. ‘Nnctun cre! ab sath for wort ses using CAPS fiat ech nies stesed sylable for example, the word omer has wm Pete and a marked for lec atest onthe Bist lable HFOmen) {INVA} WANna 00 toDAY IS GNE YOU AN Overview OF women {AND WORK / “This ishow she wots mould be spken in eaton foxm—that 2 they apes in the dcsonay, Hower, when te werance placed in a dcoure sontert {esp secure fr each speaker macs ony prominent Tables a shown in cap and bole: (© Wat wanna do oDAY is give you an Overview of WOaN ‘nd WORK Ta other words ot al lables that recsve tes the excl evel wil also recive prominence tthe level of the wterace Tie Boca not all words stone anit ae gen el ingortince bythe spel. Let's look at longer cin fe less shown a igre 2 ea en : } } 2 Discourse Pragmatic proach a 2 atinama ete 7 eo 3 ase wore’ at corer cay Fore 28 tect oma Usvry Lace CASE LEIOS019 ad {or Prominent Stables [1 Hatt none do wont 3 ame pening " 5 Ietene rer WOR rc a Now ted lod he lett exact at i so nF 25, hich at seen dived ints marily ceuing tne nite The word that se rp ‘Seed inch wit eben ghd nbd thee coma he rome ‘lle in the onic ave a been ape ‘Apalachee prominence drier ern nian ec the sno lnpertn ikea 4 gen ea coi, the oe prominent Hl tobe pet. cant my Secon wos fg, ail, repos om, conjunc) and owe” content work e fonoue, on Serge am hs nomen at Cam beady the hearer lm kl to be nasad with pro secs y the peer ue Treat be uf thik of the pal suc of tone nit in Engh comping ee even words ad cotig ene oro poinences, The toon of mporaneinfomadion depends the spe conte ip which he it pps, bt, in generat mein information ati consired impo tan frm th eget the peta nein tt theese betwee Reel peed inorder to undetind he mening weno of eure See Chater)1. Choosing the Pitch Pattern on the Unit's Tonic Syllable Like he rerm fone wit, tone lable i so common refed to wing erent names inthe pedagogic Beat, some tpl thoes ate fox, nce ste, primacy cen oe tonic Ia Beal’ discourse intonation mos, {eis terme he tonic lable nd cae the tone choice for the unit at isthe primary sng filing, ree patch movement inthe wit. cs he me nd f pith moverent tat ca pete other prominent yals, but he pith movement i ore set and ore sustained Tes usally these Inthe wor that dhe hearer recog a the eases eo hearin terms of enh, loan an pithy and itis aby thes prominent lable the one uni. Tall th earns cha flow, cs acked with cape and wnderined as shown inti example (© rat wont todo ac! g¥e you sn Overvew of WOE sand AWORW! [As with ll the systems comprising hie model the cent ret guiding tone Scie she speakers ssumpions regain bat information the eater Tying to the ineraton I isin this sera that intoason choices reviewed a fist and fremors, pagan nar. in any pen cote, the works of the speaker and eae wil erst odifering degece. The event ofthe shared ‘rckztound, or cmon gronnd astmed beween spears may be unknown (Goch a hn 0 sangre Begin 3 conversation) Ft may be conser, ich ain the cave of nterteson betwen family memes. Tone choke um tates his presume common ground bebe speaks sey momen the "Fie tonal contours makeup dhe Bear dacoureinention mode, They ae dvd or to opposing ai: ling (All nd sill) and ing rie a falls) anda fihy neutral tone, Material thatthe speaker considers i newcastle maked with a Galng toe, andthe speaker mas toned powa/prviowly sugested eter witha ing tone Real the ‘eat opposition dexenbed in Chapter 1 benreen Indian Engh speakers te offing one on? GRA, which was prsived by the Bro Eg Tah eae a at anton, as opposed tthe Hing tone choice they expected (Gi ABA wich wold be pected a obit sugges, = 2 Discourse Pragati Approsch 2s "The final Sith tone ia lel pitched tone tha can abo be reali with « sgh low ite, Ualte the other four tone choice, the peker can ue this toe to pctent inrmaton a ether shared with noe ne to de eae Duty ta linguage cumple. Typical, hie Bh neutral tone wed fr semi-an tne or rutiniaed language thas gene rather than pei to pared interaction. Fr cramp, chirsctertc use of lel ones frm soon di coun inches «teacher eitation of wel-etalihed procedures Ons ‘on (eg stop PWETng put your pens PDOWN/) evel tones ca alto be inet ofthe Kinds of enline prio ies ‘hat rypaly oss n atu speeth. Spotaneots uterances Fequenty coe tain nce heaton phenomena files such ae"! UH. /arrpeak= ‘es negotateea-tne speech production, This tone may ao he sad sige tigate dagen n° UM 17 9WEL./ which canbe slowed a something ke Tr abou eo dsige with yo and T wan 0 ge Joa warming” ‘Although its imgorane to remember dat speakers tone choice are wader indivi coneol and dependent on sitvstionl conten af atl la ungeacrences shows that speakers of Traditional Engtex wil ay thi tone choices consent manner wing primary fling ones wa ome ‘sing and evel tones ized in (Cale, 203; Pickering, 2001), This wil be ‘plored in greater desl in Chapter 2.4. Choosing the Pitch Level on Prominent Syllables ‘or the Tonic Syllable “The final tem comping dtcourse atonation sey sd teminain. Abo ane conse with ch height (ether thin movement) an spp oa prom et les, they ae adesst together. Key an emination der the Tena way in whih pears conventional se the pieh range of ther oe Jn disouse iatoatio, Ba proposes hat we use x small number of itch sont 0 contey ingite meaning. Each speakers overall ange id int thes levee high (FD, mid (MD, ae ow L).Key choice fata on the fiat prominence inthe unit and termination x mon the tone sylable {che final prominent lable. In one unin whic there surly one prominent sible the tonie abe), bot key and vrminton choice fl a tht yl ‘This be the ave tone nit sat compe oy one woe, fr example ‘Pach range pays an important role in cing the opening ad closing of| intercon: Conder the typeof ineraction thi conumonly apes lsrom douse, This supe shows apie sre pre echersuden inte econ often cll an Iittion-Resparse-Pedec (IRF pater, in which the teacher both open and cores the Stercion By posing question and calting the dens espons; ‘Teacher: what's tne fal ones? Studer: Twebe Teacren: Twa, good “This thor interaction ca be marked fo probable one nis and probe tone Sco the onc yale ofeach tose: QT: WHATS the net MANSHEC/ Ss MELE oe AVELYEN 1. s/TWELVE waco [Noe thatthe snd espns could either” MEWELVE/ with filing tone or! 9 TWELVE! wih ring tone (he ound fl plas Bah opcons {nfl in sccerson). Tn the fit ete, the ode aig the answer oa Confident aserton, wherein the second the aden instead chgskng that ‘the teacher gees ith the sponte che maybe ess conden the answer, In addton to yung probable tone dies on the ronic sale (eg ANSwer, IWELVE, and GOOD), we cas also pedi choice of pic height fom ale pronient syle inthe eran (eg ey choice on WHIAT tnd TWELVE and rerminationcboce on ANSwee, TWELVE, and GOOD) [Not that his isshown by osing erent id of anew with for high ih, © fori pitch, ad © orlow pcs Ch: We WHATS the ft aNSHee! 8 je TWEE 7 sperweve ego0ay ‘The tanserption of key and termination given matches the conventional clnices we woud itipat etypi IRF eachange Beweca a teacher and Scmunefregmatefoproniy ar sade ‘De fis hey an serminntion choices on WHAT and ANSwer are ‘gina in amid, or newt key or pitch, I the techer had ata he question Wit a igh termination instead (eg To! hats he fn! CANSwe!), ee Ge ofthis wnamally igh pitch wenld sound unexpected and inapproptly agree tn thiscontst. The stdent sponds with sar mid-level neal termination chcieY/ © TWELVE," which grees with the teacher’ nil level choice and loses aT tink tele dhk youl agree wi ne?” tiv often ene to nderstind the sigan ofthese pitch kvl chokes if -we speculate on the communicative vale of eter ofthe oer two chokes if ‘ed by the sadent—that, high o low tiation. A igh eminstion of “1 TWELVE i response to the teachers mid ey wold sound ume essary combate might be glossed a “Think is mets; ar you sping to cat en?” If the stadeat had choses lw teisation ited (8, 11 © PWELYE/A, his wold indicate closing ofthe nerction ad loss “Low the assis wee; Tending this inaction * This woul lo be problematic syplcly we Would expect the teaches, ot the student, 0 ni= fate when the interaction ioe, Inche inl eur in he ineracion, he eacher uses ath id hy choice of | “STWELVE" and low termination oie of GOOD.” The fit promi- rene (TWELVE) ithe onset bead neta, mid ey cm be lowe aT age with yous the anaer ie twelve” The low erminatin alae onthe ral serine tone mlable (2GOOD) ists that dhe excange incomplete. Ar noted in thir contr, the third move i the exchange (ober than sgn of ment fom the den) the teachers prepa. The echer ‘may chow, fr example end the interac with x imple mid eration Indienting recent or nd dhe change at shown with alow termination dlosre on 78 GOOD!" 2.8. A Competing Model ‘Approach Although thie bok intodaces Bra mode, i important milly aes 2 competing mol in cet intonation soy ha ed palatine United Stee The AntorgmentalMetieal approach (Pserehimber’& inchbeg, 1990) har teaming nthe US. ae laugh t can be argued thatthe model as yet to make 2 sigiSext pec on pedagogic prac, ts made a cosiderble npc. on etonation reach ded now wilted st lenin pat becuse ii the as fora poplar system of tention ea ‘ception called ToBI, of Tone and Beek nes I The Autosegmental-Metrical ,rrrrrrlCCU trs~—“‘“‘“‘“‘i‘i‘CSSC‘The Autwegmental-Menicl (AND models discussed here oro eons ‘i, stadens nd peitones who sre new to tis art ofthe fella are exposed to both modes can Become quickly coafsed by the dierent eni= ology that each mode! uses Inet, there much tht canbe considered at factionalyequalnt fora pedagogical (ther than theoretical) cont. Second, thee re import areas oF sgveement betwen he modes reeling the meaning oe function of intonation In caer that arte he model and ‘he el ofintonlogy cis currenty understood? "Wiehregu tothe incon of the intonation tem both Boul an iene umber 8 Hinchberg age on two Rindamentalyempotane concep. The fit ir that the mer oper concurrency with the oer lrg ses present in spoken dacoue yer independent of them In other wi ation choices mike» unique conrbation tthe communicative vale ofthe seine; therfore, they ae ether predetermined ar eadeed edandant by ether grammatical ucture or el chive, Aseond are of apecment ‘thar he systematic eof intonation ends beyond india components sucha single pitch neta eas independene npietions othe oc ‘hte ofthe discover The sede s involved in coninunve wsesment ofthe relationship betwee the message and he heater. As thie is conmansty ‘hanging intonation choices re leant oly athe momen of speaking nd tothe particular partipants involved inthe sour. Inother wort the foc ‘scot on the ingbnon choke inition Ba on howe thes ae perceived by ‘he heater in ration w other pars ofthe discourse ‘Lets consder an example: Bal proposes that a ow tamination toni = luke signal the close of en interaction to ee the end ofthe weacher-stadent IRF exchange, Pienehumbere 8 Hischberedeseibe che same phenomenon ‘not fran looking” (p. 05)—that i potently lorng of = secon ofthe dscns. Ths, both begin to build pa pictur of intnational choles ‘that are dtecnined bythe speaker a defined in ation o each the import difereoce inthe vrctars tha copie the oda hiss ale where emily vai, Unlike the ve toes deere in Bais ae Iron the AM rood! comprises serie of stati tones or to ug that ‘Serine the final shape of he pitch contour There ae to groups of toe: pitch acens (marked With") and pla or Sal Roundy tones (male 2 Discouse- Pragmatic Approach a ‘i 9%, Functionally, howe, any of the tonal combinations tha ae ere= tie bythe aleve tems have meanings tached n hems ht at sii Jurca Brntsiterpetation of ential oer iteh movement For example, thisconmaur—an HT pitch ase fllowed by sn [pve accent ad an Li ound tone it silo “convey rev information in AM Legumes aa good source of tamins HLL (Penta § Hrsg, 1950p. 272) “The shape ofthe HLL contour i equivalent to Bez’ fling tone, which ale ada new infra ote int ‘JeGNES area good source of MVarins!? [Ac thi fevel of comparison, chee i eal a strong resemblance between {he evo model in thei mua concepron of the unton of inonaion in di ‘sand how these ae ele in tens of since pitch vals Howeet, there are ao important ifrences that fecme evient when the model are ppl palagogeal. Although these are ot dscusel herein the interes oF pce the intrest reader can find them desibed in Pickering (1999) and ‘Wennerszom (2000), 2.6. Which Model Should You Choose? ‘There re both theoretical and practical restons why 2 eacher of researcher Interered in intonation might chore one model over another such at AM. rather than Bra or vce er). Tei crtanythe cae that no el can cin {o reproent rome lind of abate wth and thar ech must be considered ‘oer merit, For teachers, it may bea simple a chosing the one tat they exe aa student ad that they ae ment conafetable and ie with Restrchers may consider bi wel dhe tem dss thei data, Por ena ples wes the theoretical categories descbed ze applied to ata speech at, how much ofthe data do not Bt or go unexplained? A adel heaves a reat ea of dat uneypuined nt decitvl adequate and is aoe likely oe he testa hand. A teacher wil snsaly be looking fora model that has song edict owe with regud tothe pater shat a found in everday t= rally ocuting speech with which thee students mustbecome fai. In adi- rl CU trs~—~—~—“‘Ci‘“‘i‘i‘ CSCSFy Discos ntoraton in, eacher ae looking for something tha teyvew teachable and arn theo thei students we Che 9). As bot a each ard research, Thave ‘Shonen o work with Bras modelo see ans: 4. Ofthe cer saa nodal of cour norton lof which tsi trol pedagogical pesntation, [nd tthe most ible tem of ranstipenn and the mor nighe al metlgunge in describing the choke speakers make, As Caldwel (2003) notes, itisacomprekensive approach to both the analysand eachingof realsevenlay speech tht compres theory, ast of teres nd Feaations x rotion and mansion pete "(p.24) 2. Leh bean applied effectively to «number of iferent varies of Engl ohn cod langage lene English, tanita poco ‘ale inte ESLEFL context Some examples nade she tet {pation of Engl nguage leer fom Germany (Koes, 1950), aly (Pir, 1990), and Kove, Greve, ad Indonesis (Henig, 199), Ta aiton, nab pronunciation tes have ben bse on its renee (Bradford, 198; Cauldwell, 2012, 2013; Gorsuch eta, 2013). 5 Bar develope the mol with asioom dacouse in mind (ee for ‘example, Bra, Coulthard Johns 1980, and has been con ‘ety appli in thi and other ral croc and profesional totes (Cheng, Grete 8 Warren, 208; Pking 2001, 2004, Staples, 2014). 2.7. Summary “This chapter has provided un overview of the dace intonation mel that willbe examined in detail ought the book, Belore moving on, howere, i Isimportnt o eta wo cas ses hat we wll ona come back throu the text. uc esto understand that he tration system is stematc i you view it through dicoure ar oppoed eo though soled Depart teances, Choices nthe prominence, tes and key and terins~ ‘Son ret interact with cic oh, the specifi antes ofthe nteation and the penened reitonship Benen speaker and hear: When we sate thee ‘hice fm one another it besomer mach harder ose inconaton a2 gpm ine same yoy awe ight we the syactc ete, A speakers cic of ‘ising tone fr examples analogous to he choce of a nun a opposed to 2 ‘er Each is dened ia ration 0 othe ar of de mode, 2 Dscouse- Pragmatic preach a Second, it tir to work wth intonation if you wew ta a pba ‘eaten ihe than 4 detrnnetc spate, In oter words, given enh now of the conte ofthe iteration and the seer volved, e can predict what shy (or cones, nll) oa, ut we eas predic ‘cin abolte ems Ula, nul paler dei wha they want 03) an how they want say i Tey ae ot constrained by what we might expt ‘o ear Speakers may ako wart exploit inheencambiguis in the stem oF ven deliberately mien thr hearer Alternatively, they nay elon ier they have tered one unit that a choice they ave mle has Been preted seongy bythe hearer Tam sie every eae can roll eat one time where "heya vorcone they kao rem “Oh, no, 1 dnt nani ike ha” 2.8. Check Your Leaming 1, Hw many ptm comprise Bras model of dacorse intonation 252 whale? 2. Consider the sepaite stems ating in the chapter and anower these snerione ©, What cs tne anit and how sited? © What isthe erence beeen word res 0 prominence? © What ithe onic lable in Brais mode? (© What are the ve tol contourin Bras model? (© Key and termination are both oncemed with whit prosodic ete? (© What the diterence Been Ary and trmination? 5. plain one diferene and one simiasity berween Bra Framework snd Piecehumber 8 Hinchergs model,2.9. Activities 1. tthe giasing of ths ape, me used an example om she ‘Michigan Corp of Acai Spoken Engh (MICASE) (Sinpson, Bags, Ovens, 8c Sas, 2002). This corps was reste a the English Language Tatu the Univer of Michigan orn 1997-2001 onnpeies nore hana ilon words of tiered sealer speech, vent fal ings. Wetnenwansrpe are ely valale Ue intent (hips//qu bunch alm mice) and some oud les tee lo avaible (hse altinokarg/C AHanl/MICASE), As ‘well contin tn ve thes dts, tke the oppreunity naw co browse ‘hs sites and Tera Bow to age ther. 2, Aewented in thischapter, word lea) ste and ateance sess (prominence) arto ieent prosodic etre Ii he ease, howe, ‘tat ifa word recs prominence the prominence wil appear 00 ‘he lll hat normaly eens tela ses in its aon form. (or examplef the worden was made prosnet, he prominent ‘lle woud be the ft, ily seed syle ten) ‘Word ses dic to predict in Traditional Baglses,lagey let dizenes in Word origins. Germanic words, eal, ‘ype have hei prinary stesso the fst ylbl; wheres words swith French origin may hep thei signal sts pte g2RAGE, sed bALET io Geacal American Bogsh Howes, they may alo be ‘hanged oer tne or xampl, bch wads ave propenced with ses ‘on the st lable in Brith Eoghsh: GARage spa BALL. Despite a ‘bad et of patens, nti peer prefer censin patter thes, sd the longer the word renin as par of Engh, ee restr the tendency fr themes tsi tothe beginning othe word (Cele ‘Mri a, 1996 165.) (One necting wt et this to wie «word that ate speakers of Trainal Enger ay aot kno oy Kiimmce—the ave ‘of otyin eid) and ak speakers hor they would ay dat word Nine out often speakers wl sy KISSioce with ste onthe ft syllable The cy sacl pronounced KieSIMene with ste on the mile yale and probably dried fm aoa Naive American mt 2 Dicorze Pragmatic Approach a sword Ths peceencs fr parila puts ar ery cy ni ative speaker often do nt raze heey aero srm-gyiemed. As Sh ampl, deny the stress on hee pis ad tpt of wor nd fecmulte there egieding primary te? “The frm wa ued to prodice pode, “The damp was oil that had o refine moe ref. "The solr decided n desert hie desert ia the dese Since sere fre Sime ike the promt, he thought ease ven the pee. 1d no object eth object. “Theinwuance was invalid or the inva ad w subject the subject wo a sees of ets. low can Tinta thi to my mot inmate fend? [And here’ another empleo the meses ptr om Arter ty an McEwan Tn a language a Moat ses as English, oppor formiseadings ar bound oa. By 2 mere hakvard moment of wae, a eb can hese nn, an act thing “Torefse tins on saying no wht you believe wrong, becomes a stoke efit, an nsarmountable pl of page (2010, p. 70 Wak ins nk Pm ng ce