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

PHONETICS AND PHONOLOGY

TOPIC 14: INTONATION

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Ways of representing intonation patterns

EFL learners’ problems with English intonation

Micro-teaching

TOPIC 14: INTONATION

Ways of representing intonation patterns

Nguyen Huu Thien

Ex: // as she likes READing// What shall we GIVE Clare?

• 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

1. Barbara Bradford

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

2. Peter Roach (2010)

a) ________ ________ Why ? __________________ __________________ Why did you go ?

3. Lines

b) Linda(2005) : It’s hot in here

3. Lines (cont.)

Declarative statements (2, 3,1)

32 John’s SICK (glide)132 He’s taken an AS pirin (step)1

c) Marianne Celce- Murcia (1996) :4 levels of English phonetic pitch (4= extra high, 3= high, 2= middle, 1= low)

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 :

3. Lines (cont.)

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

• Fall: assertive, positive.• Rise: polite, diffident, enquiring.• Fall-rise: reservation, doubt, uncertainty.• Rise-fall: emphatic, impatient, possibly

sarcastic.• Level: neutral, uninterested

Intonation Patterns

• 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

• Enhance students’ communicative ability in classroom.

• Promote students’ cognitive process in learning pronunciation.

• Employ both perception and production activities.

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

Micro - teaching

Nguyen Thi Thao Nguyen

He wants to go home.

Rising-falling intonation

She gave him five dollars for it.

Final intonation

Does he want to go home?

Rising intonation

Did she give him five dollars for it?

Couldn’t she have seen him?

Do you want to give it to him?

Final intonation (cont.)

When John left the house, it was raining.

Rising-falling intonation

After we have dinner, we’ll go to a movie.

Non-final intonation

He bought apples, peaches, pears and oranges.

Continuation rise

I’ll have two pencils, a black pen, and some ink.

Non-final intonation (cont.)

Deanna’s helpful, isn’t she?

Deanna’s helpful, isn’t she?

Lovely day, isn’t it?

Tag question

• Have you got a car?• When did you meet him?• I’ll have two pencils, a black pen, and some

ink.• He broke the window, didn’t he? (doubt)• Is she a doctor or a teacher?• What are you doing?

Practice

• 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.

Production