Chapter 3 Segmenting the Speech Stream: Tone Units “This chuper fare onthe division of the speech steam into semantically rneaningil grouping of wens or tone units, Thy fale sometimer feed toa thought group ene groups, breath group, tone groups, o noma Dhrtesor groupe. Tone units are marked prosodic ving some combination Di prominence an pang, Wervl lc at sme ofthe diferent ayn wich there groupe ace pil charicterac! ad how we define them, We o 08 © Te a the clout etd ar of hyn in spoken daca ial, we look chen sei ight of what Engh ngage tents may 8nd ical and Consider sme implcans for insrctin, “Ae dco the tone ont sare that compres spoken fat cab be ssid ashing sil fncton sentence tere nen text With ‘out tone ui es very diol for he heater tonne the stream pec lato separate, mesningl pars The comparison beneen writen 2d pole bots cin Be somewhat mieaing, howe, became, uke writen dscouse, ‘heres ato what constinte ingle unit ie pon dncourse avery ele Tnthee examples, complete nie showa in each ae Bereen te sss) ech © Haadett 1+ Hees take aloe athe book? #17 Unave ro daughters aged Se and cight/and when Tse the plans for hirer Think abou wha vibe ke when ist beng ter ere/apun the memos completion! (Obama, 2006) {2 Segment the Socech Seas s Tn spontaneous, everday peck single estation maker uch a wo 28 clmaton did! ay commie ah enti uie fii aed 9 prominent tonic sable In contest, in a peared sere, a one uni may compete 2 Compe sytcti rsa hank often or ight words and a much on fer mele contour This caper look athe machinery by which competent feslerhearers of Engl rengize this wit struct in spoken course The two cual elements are prominence and passing 3.1. Prominence “The feaue of prominence indeed in rarerption ying CAPS) i marked tyinceasd pc, length, and walume om te primary sess lable in the oinent word sn lg» mung cole by the speaker to erghar hve parca infomation inthe re unit. A complete tne nit compass st minima, one prominent lable eld the tone able (dicated by ‘ing CAPS and underlined), Typical, however i wl ako contin promi ent onset sylubie, Lets lok tan expe ofthe way in which information [signal wing onet and tonic lable prominence based on the pagatc Insentons ofthe speaker Fe kate unit sch ta aap f Bos ‘Phetabe at eat posible prominene selcims could be ade: (eA. “7 apackage of BOOKS sts onthe Table! 8. 1a PACKago of books ss on tho TAbe// Tn(A) ee speaker lacs he nt onset prominence on BOOKS. This igh lights books a the important iferation ae apoaed to petaps Sowers or ‘ips. The tne prominence highlights the lation that on the tbl, ‘posed to on the foc or on theca The ce of prominence om les of both word project + conte in which oth tex pee of nfoation ee ‘ew or recoverable en the pio acre context ag, by chosing not take pominee certain ater words inthe wit the spear tases thatthe information i eorerabe fr the herr fom titer the linguistic non-ngiati ontex. For ample, within nel iti contert choice of arte of plage alo posible but in ths eon te these es az seen as sonous I ition, Boks cane astmed 10 lit the ble oppo to ston up. Within a ing eames, consents inthe language stem apy the onctone words rl efwhich means hey theo do at need tbe mae prominert.In) he spesherchoones to make PACKAGE prominent and bak non prominent. Ths choice of rmincnce projet a ntti wich bot package Sn ble renew or nrecnerale fen te rior dicoars, but hat books ‘hi or gen information ue rsoverble r already understood fom dhe con texto he intercon, For engl Ch. //vas te 2 820K there 6, (here was a BACKoge of books thera! ‘Those prominence fame the tonic segment of se tone unt, bic the “gary memingbearng cent ofthe unit A minima tic segment (he Srv pole cmmplete toe uni) comprises ona tonic lib sd the Srronding usted mate, ach ain was See a BOOK there” “Anenended ni segment cin ine mle intermediate prominence in {ethion vo he one nd toc prominence An exrpl "77 WHY can you ‘NEver MAKE op your MIND" in which NEver and MAKE are intexmed= ate prominence, ‘romineace has a umber of fequentinfaational functions that te p= cally highlighted in eching texts, These expe a ape om Sue Mil 8 Tating Pronunciation (200 1. Highlighting ne iformation, a (© Insect bore sone MOney. money he nee nomen) 18 Hon MUCH mone? frominnce shits o must cause many ‘snow a ormatn) Note shat x good way to prcticeRering te difeenc tty saying the wi with the prominence ehifed 3 sonar or repeated information (2 8) {is aotise how confining it becomes, fo example: Gr A: | need to borow some MOrey. 1 How much MO? 2: Sepang te Speech Seam a 2, abhi co CoA conte ett nating tony? Bi No, snot STAFF mostng. Is a RECLa"s mating 5. Conmadicing a previous coibtion an Qo A: There mere two other poopie WAATIng, Are you su? | nought hae ware THREE people wa 4. Showing emusic agreement © Tatas GREAT mode! 5: That WAS eat mova! As wit al the syste inthe Br model, cies of prominence i with the peker, who wl align thei choices with the conventions or norman the language ones there i+ specif eon not fo. weer, depending onthe varie of English that the sper iia wth, conventions or nome thay be pie dferent. An examples given in gure 3. Read Daloge I aloud wth prominence onthe app yas, fy ae 2 speaker ofa Traditional Engh variety (eq, Briss or Ameria Eglh) you {rl probably find it diffu o rend alg the prominence asked in Bbocase Jour natural econ willbe to igh h important contast (gals. mal), "shows ix Dialogue 2. > [Bacaver & Novtwegofumefela DioguConvery other vase of English (New or Emerging siete) an ober Tanguages may ndte hi hind of contrat entirely deren such a5 by act ‘sing proinenceptters to date thi infrmation structure but By Wing tome other ings device such aeytactic memento some Kod of att {Gee Chapters 7 and). ei paral hese fae pattern that give diferent ‘rics of English the ryt shat we excelente to have (tt Seton 32). 3.2, Pausing Pausing i perhaps the most ntive bounday mask. la fact, the sence ‘ofpmsing sa eu to a tae une depends in age pst on the speech gene in ‘qusstion. ln theese of public speaking, pansing oe i the mos importane Sie wo separting Yoae uns; oweer, ci equnty noc the cs in fst poco connestonl speach where more than one ric segment (indeed ‘pic prominens) can spe without an intervening patie. ping isnot necesy ee to tone units even though is vey cl one Lets Ink at two examples of diferent spsch genres to show ow his cue ‘an vay The Bint example ffaken fm 2 speech made by Princ: Dia ia 1993 in support of exces fr women with mental ath neds ‘Wheel do we begin! fom thor! Ihave spoken othr ny wk ith "Taming Pit the begining ses ob! hat women nou seems the eter! whatever ie ths hel hey wl lay cope on {SI ent fr hous dif een lay ek! wether hi cide te il hi bands ae ut of wool or pene andl? ted ned tending! In this prepared speech, Princess Diana peas wi long pases between each ofthe units Typically unis areapprasimatel five words long ldhough in some {sss there are thetic o rate pauses that de he discourse int even smaller anit sch asin he pening! / Where? do we begin. Tncontast tthe exreme oposite en of pech samples we might het, we find a alkng ae decried at "motormeath nee” Tis conerstonal noe sc forma ie Ipldngniisepnigerme cigioungtie tang Segment he Speech Steam s technique a ay of nearaping someone by taking eu some signe that thespeake shold ind ral pause and den jp in and do ae 9" Find ¢ sal pe, fr example when they ae taking «Benth ad thon jmp in and do at sop, Do neg the eo ntrupeback Jot aap ating without pase, Alo be earl ote send ay sigs ha i tlw them o pik pon away baci, Sometine een aod iden not tolok dec aechem ‘Asan example teria uanscepion ofthe fllowing speech sample /Ormygeddyousesthatidon osyoragoingtogooutonightbutkesly Becruse discourse intonation eles on pitch cus in tone uit dvs, Bra- tl doesnot elaborate on pase patterns apart from noting the hey mayan Fue do concise with tne unit. Botts important to remeber that ue length and unc varies with couse genre, Beene of thse gente ‘psi diference, it dffal o pinpoin the importance of pre pause [Eng or the erct amount and placement of fled and unl pases. At sth many her npc of pony teaser to iden at ound dela {at and ok at the charac of howe peech pate. Tt clear ht com fpeent speaker of Elis hae sense of what does aot sound Suen ia tee sae. 8.3. Rhythm in Spoken Discourse Rhythm cll sled to tone uit strctre and prominence puters For ample, gpl redotons in connected speech ia Teadionsl varieties ‘of English sich as linking, asimlaton, ¢ deetionconesbure to the rpc shape of tone units and the perceptions of the hare). Language wate Jase swique rythm that hae been shown to Be dng y earn in the epeimentl este (Ohal Gilbert, 1981; Rams & Mehler, 199). Preselywha hee dfeences are and exit howe they shold be desea ‘soll debated (se, fr ample, Dave, 1983; Mats, 1993). Traditional, howeer, within an ESL/EFL conte the thyhmie properie of diene Janguages ave been desea fam 3 very cn tage ther tress-timedcr pllaletimed languages. Originally proposed by Abercrombie (1967), ‘trestimed tht define ngage in which egular bests occur on sessed Sabie and uated yas are szezed” between then In conta langues th alabletimed yh, the bess occur on exch sable ad thus sales tends be more equal ia eng. Akhongh tis dstneion can sill seen inthe pedagogalertare te, for enmple Cele-Murcia ta 2010, p 208), ths come increasingly under ric forts persed over implifeason of shythmic ferences, an nf, he dstncoon may obscre the aly ofthe bythe patter fousd in spontaneous speech. Cauldwell {2002} anges that spontaneous speech i not a related as stestimed nodes geet and propor thatthe constams of eal-time spec ulinatly Control the sythm of peste "The supasegmctl choc tht peer: make (ped of dine, se of rone-unt, pchrhegh, faves, volume), and performance for inevitcle nunc spech (pes, rear, et) ae te dominant ton decrmining the pc. 7), ‘Cael farther ates tht the re patches" of highly relied eythmn (cha what you fd a nse gms dat we might presen ou t= ‘dons ae more aly tobe the reno dlbent hhc choice on dhe pst tthe speaker to indict formula or prepackaged chunks of langue (6 rove ack a you cn LEAD a HORSE to Waterbut you CAN'T make RDRINK?) They maya be coiniental that yee peer ust happens to produce longer one anit ith psi ess, nfs sb prominenss nce aan inv tve ui, x mare soho ous sth is cened that sounds more sing-ang ot epphtc.Boinget 198) cal this styled intonation and describes eas something thats pro Tematc itis the exc foes i the ESLIEFL context, [Thee sonicon thi hie tor of singing asthe kind of incnstionst fame that ceo dil ap fli. As, thas helped to make ws fe Engl accent yt a mare rear han t eal (8) “This i indeed har oppens in many ESL/EFL, caseoors,Presetaons = ron comnts a spoke en ead igs ea Dundes, ahi ‘Shson, nd bls apo. (Lev 2006, p28) i i 1 | i a Wins dicoane page model te gmmataasaigs rdkonaly ssc wth theme fenton tabued dere er anes ‘Rees ot a oc, Teh wy ‘can pot ovr pags acon rng and leg tone cote tht low ur exlan thar gama felon wont eng on acc eure (lok nore ey aquest pes in Son 4.2) Table 4 ‘mates the oe pragma etinptne eect wih thet Contour hat ope als mote rig ade de lee! oe forte momen, ane ems tone choice saunas he common god berecn seer wn ed tye ene tobe Koon and non tte conte of ay gen ners ton Tey within cont it he communicate abo pario Irtone coke an Be dere The feng and lig pate ae died Inf opposing puis Toes hat nding ent se ie Tig agra Asolo szcte wh Pat Toe ey (PineraSigie i) Caled ie Ta) | "(Rend Fal) _ ~—rti‘—_s—sSs—— paceman (momo! neu wg gre Te ctung orig [Taree ngage mele irerctor ead ine | nga megeton te i macpergcne | Semele mone mtghigiiag aye [mtg weg, [amon ood ony eevemeagssipi caine” "|p raring foot by ke ie feat [eeae nies, te ptr |Newaieg, Te pr figeatetion | sSadep ac aettnagas prohaming toes (p= % p+ =) Procaming tones have an ove ‘estan ene of decing the patel information athe uni 6 (68 2. teling you something Tarsame i work-chenga) seed rico" troersle ee" ling you ds et). Pus, we can think of thet mean Ing ov comelating ith verb sch ar complete ommand mr and "incomes, tones that end in ting movement ae designated at refering tones = S14 = 7%) and dle the material or iormaton inthe unt ‘Sin someway already convestonally i play 4" reining you tht Sot know tis or tat eink you should know this). The render cin come Fore the ongoing dsoune ofthe general nga osaina ones. The ‘ewig of fering one cen be lly sere with ee sch a mind fl, indy confirm, ene "Though their tne cscs (wha informatio Is proclaimed as opponed to refed), eas aegis rar sate of emergent (or coi togethe) with his hearers: In thir way, oughly usual understanding of the dicouse menage i achieved berwen speaker and listeners. This tow tf comergence feces not jut infration tao convergence of» vial tatute—theis, peaks can decease the fete distance between tenes Xiu tit hearer by projecting broader conan ground that sor incksve fhe hearer and sus noe cooperate and more Uy les to succes Tnrrctio texan of ths ka of pojeson ian wed by restaurant manages when they come oes to diet to ches that alls well, Tcl they wiley Ch 1 coe oventheg ATASTE tt “The ws ofthe ring tein this conte means "alike coin that ever thing tastes ok rather tan the ehoie f Flag tone, which wou! mean “Trashing, doe i ate oor doen tse oh? In the prior ase sing tone canbe a cver way 10 “prompe” the dine co respond postvely a she ‘peste wou hers hve to very gee wit the unde asp ‘Sonya in "Well cally doe. These rteances als often hase 4 hatch bling) parpose, ad rea fr of socal bide bing Trwich ee primary intent moe co do with corSinnason of consort han ohn sot for nformation Bea, 1987) ee Section 43) Tone onaee * 4.2. Question Types and Falling and Rising Tones sss of thet freency in ESL/EFL mate es consider the pragmatic opposition of aling and ng one choices inthe specifi context of quran. ‘AS reminde, «spi ESL/EFL pedagogical presentation of grammatical function wl inca the itonaional ae that ye quetons (A) appeer vith ising tone while st estore (8) wl spear th» Sal ling, © &: 7ARE you MEARS! B: A WMV ae you MEAN! 1 we begin inte foes the donne pate defston of ng andl ing tones we usu Hse were te communicate tet of eth 2:1 re you ALEAV ears “took ke you re ean. Can you ‘ont tha am conocr B11 WHY ar you MEA mesrs ‘can se st you are leaving, but "n't row why 90 please tl me." TA, theses bs ing ssmpion bso cme nto being undrtalen by the hee (ane te pesn psn heir ago herng thi coat In hs ie, the aeons ofthe here Gi heel expe) finco sete common ground oa primed shred sent peptic Ceaveling aa, The gone che ele spesers dese hare ths penpetie confined. We can dense this sarpton even ore ‘arr nie, the ropored shared penpece i ncoret Fo exif the eae seye-Oh Im stoking fry LD cin yg a cot the ‘pele nay then overt note heir inane samp by eeponding wih ‘SrctingBte“Of, opt old ie you ere aking Tn B,the speci that the eer vg and ang fo info sntion rather ten cnferato. Beene te rea ening new ine ‘rato, hn commented wings lg tore. Cheng, Gere Waren {2 die ti onal oposton a» pragatly Bache direce betwee ding out Gc by ligne) acd aking se Gnd by aang tee)Witisindeed te cave hat pragmatic meaning a oppo to stati tue faze undees tone choi in gueton, shoul be pane (end i fart eo 2b) that drt question pes wil axa wth both ling and eng tones, ‘pending on the commuizatve intent ofthe spear, Two such examples (based oa Bra, 1997) ae shown: Example > Leart mabe B // WHAT'S I WALLED? AL est fd my book, BV WHATS ACALLEDY I Bsample 1, the speaker el he ear that seas lost a Book. The bate then aba for the ile of the book and ca choose ethers sing or ling toncon the wh question, Choice of filing tone on the wb queronsggests meaning of something ike" donno what book you ae talking abo Inethe ie” Feggets thatthe speakers equsting new information. Choice Sf atxingone onthe wh- queso, however, suger meaning of omething Tie"T tin now wt Bok yu a ooking lor conf the ie" Te es ‘at, there tan asuption om the par of the spear ta this iormation may sled besheedlnledge beeen te pier an hesze ‘Wecan conduc smi ees with ero questions. Example sein 1 doc ocean sages quty Fm the doctor ha wld spat as part of the dct patent intenew. Example2 Cr A Heo yu fea MaNsious! Bs 1/0 youteel MARi// Ta the St case the dors choice of ring tne sige # meaning of _oeething ike “Based on your otber sponse, thnk ti sem Hk en thle pepe and something at cm ae hard inormason, Please conn that this ir corer sumption Inthe second case the coe of ling tone suggest 2 meaning of This is one question na lit of questions stat] wane oak you Tam ang yo fr thine pice ofnfrmatin, aad Ive no spe expestations” [As rel ofthe difiag commana ve ofthe tone choices he sees, Bal suggests that yon quesons may more commonly mp shared now (sing tones) and eb guertons more common request ne infor ‘mation ling ons), this accoting fo the contin that hs een noted. Becrae the conelaton i based on prac asamptons rather than mati saci, ny queson, regal of aytacas sous, an be weed sek any tone shoe, "Ths dncoion demonstrates the inereted explanatory power of nonation choices swe move say fom gratia wears and toward aden pragmatic fame The role of tne chic in additional dacouvecontets SB dacased a Chap 6, 4.3, The Function of the Level Tone The final ton, the “nual” or Yo" coe (o =) sealed a either as tae eel pitch atone witha ght sig pitch, This nig tonal ‘Se wii the Fie choce because, une the tag. nd fling tone doe ot mask ifrmason a ether known or akon but a oie te oe nunca ve ofthe snge. The intesictve conters between the seer and eae suspended, and eh allows the speaker o sgl hat bee poms witdeawing fom marking infamatve content. Genel speaking, this isnot something thar speaker woud pally want de however, thse are discourse contest in which amore esta level tne canbe antl. orn Bru (1997) and Cesta (1989) suggest hai tented wth sem "saber rousiniae language Bevin sich ging directives los your PHOOKS, pur down your BENS) orin choral mepestion oor > Father! wwhoartin-> LEAven/), Cheng, Grave, and Waren 2008p 138) dexebe 2 simiar usage i owinzed utero wed by worker fn mvice encounter 19 Tuas ‘iy PELEBS 119 THAN youl! yma)Becase i highlights a withdrawal fos the oagoing Interaction between perk and bar the level tone ca ab be sed by the speaker as static {fvc to signal othe hearer tthe weaker emporay witldig hee ‘pinion The net expe adapted rom Hewings Golde, 198, 107) ‘ars this rage when A shows D a ese that ee as eed on 2 the soe A: 11 What co you aT? By PUELL Wf As //W3NOT@ 900d ODI? Bs i pesteed ne NELLIE When A asks for BY opin, sther than indicate waited dagee~ ment rch a sting something ke“ ok howl” B wes 2 neta toe (WELL) to impiy problem A then sponds tthe endyogcommunici- tivevaueofthe neutral te nd sing afaling foe, tens thse hiks that thecolo not iit This conf t B tae agree wih et and he hen ets er tut opiaion thatthe peered an eater chice. Malle (196, P13) desses the neta one ae ind of prosodic mtigatingdevic, ora "oc ken, long pond.” A rest deal oformain cin be cared hit ove ptr ove choice that epeaker-heazer fom the same speech com ‘ty understand prt of ira owed of sc iteration Final the lel fone commonly osc places where the speaker may ave momentary problems with inguiticcoding—fo exrpl, searching or ‘wow orsumbling vera wor This fen aes the speak esas, which “auscs 3 femporaywithdwa by the speaker feo the informative ont of | the courant fequendy mark witha fied pane ich an ok This Jea ppl enue of spontaneous pesca which we momentary coocentate Cn what we ace ging tay rather Han hw fmigh ent he wodeview of the ear Unplanned o pata pinned dicoue often rept with patie filers and ther Kind of esacon markers which re regen teed in 2 ley one 10> WI HAE et > EBL! WPL ean you SKNDHM > WIV > /i FEAL LIKE you brow the MEScal! § BEQrIO! {Ch Grete rd Yr, 08 128) 4.4, Tonal Composition ‘Toma conposton describe he pater of tone choise tht ply accra purculardcouse ene (Tench, 1996) Foresampe, one of he ways in which sre recognize the difereace brween a now boat anda aero ete [ea speakers pial tonal pattem a well as oterconventonaled gntacc td lel expesiogs Avan example, Pickering (2001) exmined the tonal omposton of eching presstations Fem STEM caer nhs by anvety teaching asst ip the US. Tn gener hee peeeratins had 60 percent fang tones, 30 percent sing toot, and 10 percent level ones wich reece ‘he nature fhe gene Teachers ane usualy primary concerned wth comme cating new inoemacnalconter (hee the predominance offing tomes) And alo demonsteatiog how this new information can be erated wih what Suet aed know (hence a number a ing ene). New tone choise vvere acted throvghout the pesenions when techs gave. Rrmuic inerctiony, read information fan tebonk or were momentary drat by eens concers such sweing on the Boa (also Chapter 6). 4.5. Summary and Pedagogical Implications “Two ites sould be bore in mind when considering tone choice inna rally ccaing momentby- momen intercon, Fs, any iteracsion, e89 ‘ne between seanges, esr n ome specifi contest an in chosing = tan tong, the spear species that conte for he here. In oer word, the speake’stone choi projec aconte or cure stat of understanding, Arwe ae si fone with regard othe sytem in the model thee sn station in which speaker must makes particular choice. Rather, he tem operate ‘the sstmpuon tat speaken make contbutons tht are designed oe under stood by thei ear) But of core, a peaker might dec to manipulate the tem for sete reasons of sme nd. Thi lind of big blt Inno the stem itself and canbe wef a we aw inthe example of thew oF ‘he newt tne to soi sateen of geen. Secon, while stipulating that these contextualized choices underspaker control and made on moment by-oment bat ie uo the cve Ua ch of ou every langage i forma dona exe exprnons often ay Prepackaged intonation contre n adion tthe prepackaged proinence rte noted in Chapter Apical eng knwn he calling contourad compises the sig-sng filing tne tht used to cll wrcone ise: SY SION Staal onal pres nla sting nfraton, reading phone nner sneer. This arpet a he ster uns side y side wth she Joment-by moment choices speakers make within the discourse. Rene in ESL/EFL leamerscquston suggests tat tone choice is vot sutomatisilyacquized and tha kare of English encounter dius in “opiyng tone cies appropiate. Using Bris model to underake her tule Prt (1990) reports Hat Kab letmers of English we fling tones A houndasiesbeeweeo slated propositions rather an ng o lee ons. Hewings (1995) do found a pcterense forthe we of ling tones inthe di cou of vanced 2 lexmer fom Korea, Greece, and Indonesia. Using the AM tntonstion model Wennessrom (199, 1997) shows thu Japanese, "Ph and Chinese speaker el we fling toes between sated prop stone where speaker hearers of Traditional Eagles would expect sing tines My own esearch shows tha ntemediate ares cll exbi these ‘hardest 4 an overs of filling tone accompanied by some evel tons, sthich can contibute lear beng perceived afin engaged 1 anexcsive se of one ofthe ve tones regu ft content of the eration fg area offing tones Denween elated propo~ Sion) which con contribute to bsundersanding of peake intent bythe ewer | lac of stained inl tonal movement of ay kind to marke tonic lal, whch in conte conson reading pom tence pater al tone unt rae fr the here [As noted in Chae 3, ther sno ret to assune that earners will se tomes erect wil no pedagogic inrerentions in ay the resuch gue thal eamers eles of hei inelangge wl fice challenges with ez ing the tal peste Is important to bear ond wees, that nt ee Choices eguly weighted, Jo are would approach segment inition ‘ith a ie lune by prliing hose sues ha os iii inelighi, Wee can abies the aspects of the tonal stern tha seem most key to neg ‘rely pace comment ian 4.6. Check Your Leaming 1. Ways e more pads t thnk ofthe sing and ling oa pein i dour egies hn ty rm 2. Can you summarize he pragmatic mening ofthe three major one ics Elling (cain eB, ing cing fli), a ee? 3. Why is conaleompostion an important frie of dou gonte? 47. Activities 1. Consider the popu game Twenty Question ia which vneone at ‘o gus which hstoreal igure thes parte hy asking only yen ‘uesone, Sear plying the game with partner nd ity you hoices ing oiling) on your questione—//ARE you MEAD! ‘ARE you ADEAD?/ Do both intonation shoes sound okay? One nd of ueton knowns an echo question aby apes with sng tone. Based on the pag measings ofthe toes, think about ‘within wou ete cae 3. Cara & Dany (1948) identi the ieent prod charities fx maberof donne genes, Forctrpl, they ned hat conventional pech fest fave short fone units (1-5 word), sparking» per loud shows high ren of eve tones, and hat ‘port commensaieshad mict langer tone units (yp 019 words) ‘he mainly level and fling tone choices Ps dco gent 6 Trades ne pli peches reason technical prov, amas logue) and an expe you can en toon Yee = nie site Wha ca you ey aout te rypal tonal epson of the gente? Tato ira