Discourse Intonation in English Language Teaching
BALEAP WEBINAR -
Pronunciation
Using Discourse Intonation with EAP
Students – Richard Cowen
Richcowen2@gmail.com
What is Discourse Intonation? (DI)
‚
The significance of intonation is related to the function of
the utterance as an existentially appropriate contribution
to an interactive discourse’ (
Brazil 1984:46
). ‘By making a
choice in any of the intonation systems … a speaker
makes some kind of assumption about what he/she takes,
for present purposes, to be the state of understanding
between him/her and a hearer’
(Brazil 1997:132).
•
References:
Brazil, D:
Pronunciation for Advanced Learners of English
1994 CUP
The key components of DI
•
PROMINENCE
: changes in stress, pitch or
emphasis for added meaning to be inferred in
spoken language. The tonic syllable: prominent
syllable in the tone unit
•
TONE
: falling, rising, rise-fall, Fall-rise, Level>
dependent on proclaiming and referring function
of utterance.
•
KEY:
High key (contrary to expectations), Mid Key
(additive) , Low Key (as expected)
•
TERMINATION
: The choices speakers make
beforehand considering the above.
How can it help students and
teachers?
•
Provides a consistent framework for analysing
intonation.
•
By raising awareness of the importance of
intonation – it’s not only about WHAT we say, but
HOW!
•
Facilitates understanding > receptive. A more
holistic and top-down approach to improving
listening skills.
•
Accentuates the need for modulation in speech >
improved oral performance.
Problems and Difficulties with DI
•
It’s complicated! Eg: use of transcription
notation –
rise, fall, rise-fall, fall-rise, level
•
Is it teachable?
•
How useful is it for students?
•
Time constraints.
Solutions
•
Complications?: spend some time giving clear
guidelines and examples.
•
Teachability?: a little but often > gradually
raise awareness of what DI is.
•
Usefulness?: teacher needs to identify most
useful elements and focus accordingly.
•
Time constraints?: don’t make it a separate
issue in the classroom > integrate it.
Some practical ideas
•
See Underhill – exercises/activities
•
Avoid using Brazil’s transcription method – sts
will find this tedious
•
Use recording script – teacher identifies
salient features and practises with sts.
•
Focus on consciousness-raising activities.
•
Integrate into speaking activities. Remember
that intonation is context sensitive. Sts need
plenty of exposure.
DI in action – referring and proclaiming
From Underhill (88-9):
Al
ice referring tone
Al
ice referring + tone
Al
ice proclaiming tone
Al
ice proclaiming + tone
These activities can be FUN to practise in class!
DI in Action
1. | The
TEA’
S | on the
TAB
le
2. | The
TEA
’S | on the
TAB
le
Sentence one: referring + proclaiming tone.
Sentence two: proclaiming + referring tone.
Recommendations/suggestions
•
Exploit transcripts to raise awareness of DI. EG: sts identify whch
‚key’ the lecturer is talking in: high, medium or low?
•
Presentation skills –get sts to practise intonation – avoid obsession
with content – sts need to focus on HOW they delivery their
message – DI can play an important role.
•
Integrate a focus on intonation in the classroom. Make it an integral
part of listening and speaking skills’ classes
•
Encourage personalisation – the tone we use is often determined
by our reaction to what we hear – avoid the regular course book
straitjacket.
•
Avoid technicalities as much as possible associated with DI. Rather,
focus on how you can directly help sts develop their listening skills
through a practical application of DI, possibly by exploiting
transcripts.
References
•
References:
Brazil, D:
Pronunciation for Advanced Learners
of English
1994 CUP
Underhill, A:
Sound Foundations
2000
Macmillan Heinemann
Hadley, G.S.
A Discourse approach to Intonation
http://nuis.ac.jp
Speech in Action
Discourse Intonation (DI) in English language teaching focuses on the significance of intonation in conveying meaning within spoken discourse. It involves key components such as prominence, tone, key, and termination. DI can help students and teachers by providing a framework for analyzing intonation, improving listening skills, and enhancing oral performance. While DI may be complex to teach due to transcription notations, solutions suggest gradually raising awareness and integrating it into classroom activities. Practical ideas include using exercises, avoiding tedious methods, and focusing on consciousness-raising and speaking activities.
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Presentation Transcript
BALEAP WEBINAR - Pronunciation Using Discourse Intonation with EAP Students Richard Cowen Richcowen2@gmail.com
What is Discourse Intonation? (DI) The significance of intonation is related to the function of the utterance as an existentially appropriate contribution to an interactive discourse (Brazil 1984:46). By making a choice in any of the intonation systems a speaker makes some kind of assumption about what he/she takes, for present purposes, to be the state of understanding between him/her and a hearer (Brazil 1997:132). References: Brazil, D: Pronunciation for Advanced Learners of English 1994 CUP
The key components of DI PROMINENCE: changes in stress, pitch or emphasis for added meaning to be inferred in spoken language. The tonic syllable: prominent syllable in the tone unit TONE: falling, rising, rise-fall, Fall-rise, Level> dependent on proclaiming and referring function of utterance. KEY: High key (contrary to expectations), Mid Key (additive) , Low Key (as expected) TERMINATION: The choices speakers make beforehand considering the above.
How can it help students and teachers? Provides a consistent framework for analysing intonation. By raising awareness of the importance of intonation it s not only about WHAT we say, but HOW! Facilitates understanding > receptive. A more holistic and top-down approach to improving listening skills. Accentuates the need for modulation in speech > improved oral performance.
Problems and Difficulties with DI It s complicated! Eg: use of transcription notation rise, fall, rise-fall, fall-rise, level Is it teachable? How useful is it for students? Time constraints.
Solutions Complications?: spend some time giving clear guidelines and examples. Teachability?: a little but often > gradually raise awareness of what DI is. Usefulness?: teacher needs to identify most useful elements and focus accordingly. Time constraints?: don t make it a separate issue in the classroom > integrate it.
Some practical ideas See Underhill exercises/activities Avoid using Brazil s transcription method sts will find this tedious Use recording script teacher identifies salient features and practises with sts. Focus on consciousness-raising activities. Integrate into speaking activities. Remember that intonation is context sensitive. Sts need plenty of exposure.
DI in action referring and proclaiming From Underhill (88-9): Alice referring tone Alice referring + tone Alice proclaiming tone Alice proclaiming + tone These activities can be FUN to practise in class!
DI in Action 1. | The TEA S | on the TABle 2. | The TEA S | on the TABle Sentence one: referring + proclaiming tone. Sentence two: proclaiming + referring tone.
Recommendations/suggestions Exploit transcripts to raise awareness of DI. EG: sts identify whch key the lecturer is talking in: high, medium or low? Presentation skills get sts to practise intonation avoid obsession with content sts need to focus on HOW they delivery their message DI can play an important role. Integrate a focus on intonation in the classroom. Make it an integral part of listening and speaking skills classes Encourage personalisation the tone we use is often determined by our reaction to what we hear avoid the regular course book straitjacket. Avoid technicalities as much as possible associated with DI. Rather, focus on how you can directly help sts develop their listening skills through a practical application of DI, possibly by exploiting transcripts.
References References: Brazil, D: Pronunciation for Advanced Learners of English 1994 CUP Underhill, A: Sound Foundations 2000 Macmillan Heinemann Hadley, G.S. A Discourse approach to Intonation http://nuis.ac.jp Speech in Action
