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Cap 1

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33 views6 pages

Cap 1

Uploaded by

morganitarawriter
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Tone ‘Any description of intonation myst show how the continually ‘varying stream of speech canbe analysed inte discrete uitsand how fhe inte variation of flatve pitch and pitch movement can be asngned to a mall number of contrasting meaning categories. We propose to do this in the course ofthe next fe chapter, though is almost as diicul to presenta description of imonation as 19 evise one. Naturally we can only explain part of the sytem a any fone ime and thus in the early chapters the examples nave had 1 Be ‘chosen with cars, Those readers who Usten, afer reading eae chapter, 10 the examples on the accompanying lape or t0 friends Sonversing, my well notice, and we certainly hope they do, sme {ntoaatonal meaning that remaiss to be astound for Tn thischapter we shall concern ourselves withthe significance of rnajor pitch movement of tone. Questions of how utterances ate ‘ivided inte fone wns ean wait until Chapter 3 forthe momen $lfeient 1 say thal hare abway wn sly ne tein eh Lore ‘it Although we shal eventually waat to datinguis Bie tones Taig, rising-falling sing aling-isng and level in this cheer ‘we shall eoniine ourselves touwo, che alg the alg There i 2 ood reason Tor thie these two tones ae By Tar the ‘mest froquoat in our data, precisely bocause they embody the Base retning distinction carried by tone: the ether three choices can tsefully be seen a5 marked opions, understood and mesaingfl in Te is easiest 1 poreive the meanings ofthe lones when they are presented in conteast a in the Following examples (1) Jiwhen I've fished Miler shall yeas Adam BBde!/ te 54 (2 when vented Mg arent Adame Whatever adgitional implications thew readings may have, we an contidently say that exanple I) is adresse co someone wo 8 expected vo know already thatthe speaker reading Middlemarch, but to whom the speaker’ future intentions are an ier of news. In cxarsple(2}, onthe otherhand, the question ofthe speaker's resin, ‘Adam Bode has already arisen in some woy and he i ofering information about wher he wil ead, Significantly the sme ‘Somments hold when the ardor of the granaaven!constiaents (that eat tm Bynes et Co nennieat Adambagd ten ve ites nary Obviously, created contrasting examples sdemonsieate points more cleaty, ut we can see exact the same opposition If the following extracts from the lesion on “energy Transeit & (5.9m yo sie Deg a Re yet (oven nebo Bigot sear aia son ‘The context males it lea that in (5) the teacher is proviing some commonplace instances of "rubbing movemens’ this notion has ast been inizeduced in an experiment involving rubbing a penct on Something woolen’ to eteate static electricity, and fe teacher is sow amalifving it by mentioning a series of familiar events like “Sliding” and “rubbing out in your books Later inthe Hesson when he produces (6) the teacher is taking one of these events and eventing it 38 ap instance of ‘easing ction’, Thus we can say hatin (3) the informational content‘ the second tone unit 5 twested 25 being comversatously in play: “ebbing movement’ is Fefered to asthe ares of common concern to which the cass an the ‘eacher are currently edaressing themves by conzas he coateat ofthe frst toe units presented as news. In (6}on the etber hand it {the coment of the rst ‘one wnt that is teated a part of the shared universe of reference the rubbing of hands’ bas already heen ‘mentioned and isnow reinvoked,whilethe new information. namely the appropriate terminology, oocus im the second fone uni "We mnt fo generlie (rom ese examples ara suggest that the “unetion ofthe fallise fone isto mark the expeieaal content of owe 15 the tone unt the marter as pat of the share aes negli ommon pound, ocupied by the partpante ok a patie troment ina cugong inscaton By conta fling tone marke thers en at vn Sante may of expressing the sar diasinetion nto sy that some pansof whats spats siysineely make reference to fetus which ees te ey presen hte renting wr of erat here svts ae preseied uss key to cag the Soto tne here. tno ay uno assident hat so mary The sonalled ‘pew fll” that abound im spontaneous Faghsh ‘pect avec torene of tm puters he yom how” pltern ad the-T can to sy" patern. Withour prin te matter Fortes thigh be afl ne thee ae fovnind indeators othe sae Kd Wr opposition as mpi intone etn oT xRinteraction prose and canons proc on the basi the ‘exten ofa pet del of common growl eteen te parisien th ct a major difeencehstocensneraetons between sage td those betwen rene sim he degre of uncertainty aboot the oundaris of common ground and i the amount of time spent Nplorng these boundates Common ground perhaps « ms iCadngly std and unitary ibe it intended 0 encompass what howe sears (hak the) share atthe weld, beat each thers experznce ates and emetons, Coren gra ot ‘ee shred experience of patel lrguste teraction Uinta the momen of uteranis eater its # product of the interpenetrating iopraphies ofthe pateipass, of which common itvolvement ina parucular ongoing iteration consis ony 2 fart It ray be ipl so think, 3 darammate Terms, of the Speaker seen bis word nd the hearers as overlapping Cpatar 2S tees >) and to em fed, ashe commons, ih a moment by moment decison as to wioer what he econ be asurned to be shared or "We sugesed dbve th the spesker has a jor eho between thee ton, beater cle erring tone, abl 7. the {aig prolam fone, stot p. We now argue bat in choosing {eering tne fora prtuar par of hn esinge te speaker Ihavkng tas paso te ensing common pound, wheres by 16. DiscOURS: INTONATON Aub LaNCLAuE TEACHING ‘hocaing proclsiming tone he i indiating his expectation tht the fares of common ground will be enlarged, asa resul for instance OF the speaker being told something he id’ already know. "inthe ollowiagexamples we can see the eff of alering the tone sstecione. © quintet pin sge % x‘ 1/0 eur rida ipterve ragy irae (he tone sylabe, the abe on which the major pitch movement begins 8 underined and capstalieed,) lay term, itmey be said tba in (7) @ potential hearer iol" when a mutual acquaintance wil hive his weveth birthday, While J (@) be is "Ol" ow old the aequaiatance is or will be). In either ‘ease, the tone unie having referring tone serves 10 maich the section with an assumed focus of interest perhaps, though not tcessarly, mede explicit in the preceding dialogue citer by 2 ‘question from anotter participant ce by being mentioned by the speaker himself. One could paraphrase (7) ponderously as: What | assume you areinteeste i, because sm intimation (oth ot has leady becn exchnged between us is wea he willbe twenty and hereby assert that i wil teva August "As wo ald above, decisions about what iafocmation to proclaim and what to refer toate a speakers constant concern and ie made Inthe light fis momeat by moment assessment ofthe state of pny, Inthe more extended example below, taken from a doctorpatient Inerview, we ean eee some of the factors which influence rach ©) {fr ve come wo sey0u (fp with the ass jr 've got on sy coun /p and underNeari |r which ns devas ope |? pin the past cree pavs//7 wells wsiaung//7 aod at Wonk // withthe Dus rus being CLotting factory |) well God i's awitating/ p makes ate watt to scnareat ‘The only tems of information the pationt feels it necessity to proctaim ace that his problem the ret, that tesla underneath ‘patient as come to Se the doctor, that his rash, (once it has bee [denied as the reason forthe vs), is om hit chin an hat ‘developed, are al isibly evideot, while the fact thatthe rash i icntatng is acately something one would seed 10 point out to a Actos, The doctor could alo reasonahly be expected fo know that the patient goss 1 work. All ese tems ae thereve refered to “The explanation forthe patent's cioice of referring tone when mentioning the “dust” and the fact taat Be works at a clothing faciory” may be more complex. Ht may well be thatthe doctor does ‘now the conditions and place of his employment, but equally # ray be cht the patent has actically chosen, for politeness peta, (o preseat ew information sft nore alread shared. Pot We st remember tha the ep opposition, Uke al other linguistic options, Available for expletsten, Indeed, if tone cower were simply Predictable on the basis of what could be ascertained about the Somext, they would be of very lite interest, Ultimately, i the [peaker’s choice whether 0 present nfrmation as wre) saved ot Th example (6), which we re-presnt below, we ean se 8 teacher exploiang the system: (6) ()r hea we ub our HANDS together jp we are causing scion j) Transcript A p. 145), “This is one in list of four fami instances euch of which ends {ip wee causing iction|/-AS ction” has us bon mentioned, by any objective, “Yextual criteria the contents of Both tone units se potential cormmor ground and certainly after the fst we ate ‘using Irition’, most speakers outside a pedagoqid! setting would ‘be Hkly to select refersing toe. Here the teacher exploits the system to elf his pupils four times, presumably inthe hope Ghat they wil, remember ‘When discussing the doctorpatient interview we sugested that tone choices could be exploited and thatthe patent may have been ‘doing so out of poitenes, but aks innocent exanile ofa speaker insinuating matter nto a situauon as fit had already been negotiated is the prefasing of satemen: by (10) /ras we ah save ‘which can usefully be compared for eet with 01) /7a3.weall S108 We see another instance of de sume atic the following exampke (12) jf the wovecament().. fp 40 Tansted !/p the isa 1) rof gosetament intertixence that, 18 viscounse perDRATION AND LANGUAGE TEACHING Here, use of referring tone by the speaker ~ at she «ime leading member ofthe Opposition ~ forthe goverament’ is fll ovate ‘onthe grounds we have already considered there s ile doubt shout its having common-around status in the context of the political discussion toxenrs a. The choke of tone for “inerterence Bra sather diferent matter The question of whether what the [overnment had done 10 (ey £0 regulate wages was reprchensble~ nd therefore tobe described as interference was ot the time, very fuch 3 debetable one, However, by presenting his chosen word as fs suitability bad alteady heen nepotiated, the species has pre fmpued is acceptance by his covpartcipant and by his radio [tudicnce, Again we ae the use of mone 1 nsinuate the common Sound status of matter for ‘acca purposes. ‘We are now ina postion to des togothe the main ess ofthis chapist, Ici be obvious that what we ave ourtned + an lnceractinal explanation of thesignifcanee of tone. Tone choice, we Ive arguel is mot dependent on ingaets eatures ofthe mess, but rather oa the speaker's sessment ofthe relationship between the message end the audience, On the bass of this assessment he mates moment by moment decisions to refer 10 sections of is fmesage us part ofthe exsing common ground oF to proclaim them fvan adios tot, We mt stress that tone choice depends soley Sn ipewket ssesment nd not om any eal World erat. Fe may be posible, by seing back over the recarding of a conversation, (0 ‘hacer a point where a speaker procltimed the item he is now fefering but a ke as not he ac refering co some previous Interaction or even to assumable but never established common oon. ‘Obviously, the larger and less familiar the audience the more “ical forthe speaker to ase the area of common grown. ‘Thos the news tender would have been Ukely to use referring tone for "Nr Callaghan’ but proclaiming tone for “M. Barre” in the following examples 3) {jp te prise ssn jf re catagban /) (1) Jip dhe prime ssa pm raymond BARBE Indeed one of the sills necessary to be a good news reader or ‘Retureris the abit 1o asses the extent and boundaries of the {roup's common ground, Theskil of the orator lies in his sensitiv fo boundanes, which enables hi fo eter to items like governent Interference” with no. presence that they have already been peo= sone 19 claimed, but with the assumption that this is how alt eeasonable people would view the mater By execcies 1 Below area numberof pais of questions and afer each iranseibes item, To which of the two questions is the wanseribed item the more probable sswer? You may nl lpi fo isten to the questions and the suggested answer on the ascempanying pe | ( Who's going to read this book? (i) Which bok are you going 0 read? 1p 4 poing co read // + THAT book (/ i) What will you do after the meeting? 1) When do you eat? (( sually cook a meat, pe the vening {© (9 When do you do your shopping? (a) What have you got planned for somorrox? ip emday ris the day i usually go t0 TOWN (/ 48 6) Ie John older than Tom? (3) e Tom the younger ofthe brothers) p80 p 10M) risthe LLDerj (0) Are th Joba's parens teaches! 5) Ie John's father who works atthe hosita? Hp $0 {i p70 rs the Loe |) 1. () fe tbar the way tothe station? (i) 15 the post fice down that sree? /\ pNo jp THAT's the way /!7 10 the post office) 2 Alter the responses above, to make them ithe oer question in teach par, y simply changing Cones, from p (ror fron 1p. as necessary. 3 Read sloud the following transcribed items, giving particular ‘tention to tone chowe, and vom stn to the tape G9) {/pa new cam riswhat You want (7 0) )/r we cane aonn //p either) 20 BISCOUREEINTONATION AND LANGLAGH THACHING (©) |) pxpaceel of ook p was lying on hs Table [/ (0) 1! pcan assure you //p + don't ue it /7 (©) j/ should ay //7 10 go im AUS | 4 Use the symbols pana r to indicate the (ones inthe following feniences as they are spoken on the tape. (You may Hind it worth while to try to predict them before you listen), (2) ff what you waar /] 4 new can Jf ) Pf we can't aftomp // nor // {@) i the patel of Bo0xS // vas lying on his able) G@)_ i) 19a you the rau // don't LKE i (©) i) shoulda ray |) 1 90 in august 5 cing together the similar pairs of sentences tt are separated ia ‘exercises } and 4 above, for instance ‘A new car is what you want ‘What you want is anew eat Consider how cach sentence would be ikely to occur in a discourse content, and how this might lad to diffrent tone choices being ‘ade i the two members of each gait 6 Using the recording, and the following basic transcription, mark in the cones (hey are all either ror p) i thee extract (@) jf sppasenty he didnt atzere jj ube Last question 50 allHouaH! the mist of the paper |) was Reasonable 2 well ass standard /f anoyway // overALL it wasnt ‘coop enough |/ and he BAILED |) (e) [Tis seam | ses the anniversary J ofthe FoUNDIng jf fof our society ji stant / thetetre Muoper// st the ‘occasion 7) sould Be MARKED j/ In some Way j/ not very () association // oF this KIND {) cam BOASE of tory (long ab OURS /f Now /) may SA /) of sich w Inj |/ of public svice // tis to cmebrate this nr as dena) hat We ate cared ere For each occurence of referring tone, consider how the sper can legtimately present the matter of ils tone unit as aleady existing common ground, row 2h Comments Theanswersto exercise Lane: 4, (9; b, (ike, edie Of Gib ‘The question answer pattern of exercise is unavoidably clumsy devie for providing anaphorically esoverablo materi mesedi btely preceding text tis difical to find exemple that do not sound ruil sce matter that 0 obviously recoverable would usually be omitted in many case ‘Who's going fend thieBook? | p19 going to read it // jp fu going t /) Hip tam |) ill be wef 20 reconsider these alternates afte the discussion of praminence in Chapter 3 ‘The answers to exercise 2 are Orfeo li Wipf ll OER NBL padi Bodh COUP Penh OP iB lh [Note that in both veesions of (3) (@) and (D, "No! soukd ave a refering tone without disturbing the Ot with dhe appropriate ‘question. The significance of such change wil be consigerd in Chapies 4 Exercises 3, 4 and 5 exploit the fact that certain minimally conteased pairs of sentences seem t0 sii predictably difering Gistibations of tone when people ave asked to read them aloud The line of argument that question Sis infendeg to engaye you in something ike this to intetucea referring tone ino the eadng of ‘Penton, the reader most make assumptions aboot & porible Giscourse seting: the only bass he has for making assumptions ‘he lewis ane erarnmar ofthe item and when people sgzee in sving tllferent readings to sentences tht ier only i a sige featute then the diference must be due tothe way that feature inuences lei view of how the tm is key 10 ito a discourse, $0, inboth ‘what you want’ and "What yeu want i @ new car the you wine is uaualy taken 1 he the converstonaly- sven focus of interes: and has the relerrng tone cemardles ofthe border of constituents, But note that common preference docs not ean that this isthe only possibly. It comes only sigh fess readily to mind perkaps that {1 03 €4n | 9 wha you WANE fits, fr instance, a stuation where the speaker is ryng to persade the hearer to buy a ticket fra rae in whi the fist prizes a Min “To ake another example, Tshouldmt ty to go in August seems most likely to occur when the possiblity that someone Wil ty 10 29 in August bas rceily been mooted. "To go im Aut.” wl then ‘be comerstionally present while"T shouldn't ey wil be newly asserted, Without the negative implication, the item is reaed 282 suggcation responding to some Sich appeal st "When ought 110 ry {o 07 It should be possible 1o imagine less obvious contents in vvhich the alternate readings would ft, both fOr this and for the fother examples ia the exer. “Transcripis of recorded extracts in exercise 6: G2) fdr apeasenty |p he d's agar the tast fquestion// 7 so alouci |) the ABST of the paper | vas nzasonale /r well zass standard! p axyway J) 1 overau// pit wasn't coop enough |/pand le ead (©) fr hls yeas {jr sees the anaivensary jp ofthe 20uNwing fp of our society |) p it sete |r therfore Pope 1 tha the oseasion[/ p should be wai jp ih some ‘way J] p aot every |)? Aesociaton jr of tis KASD san poasr jr ofa story |) vas long as uns) p NOR Tyr anay gat {!p of toch a Résond /) p of pubke savice 1) piso cebabrate [his story (| p AMD this fpvord 1 tha we are garnered here /_p YONI Key [As we said in the Inroducton, the voes) cords vibrate for every ‘iced segment und thus every voiced syllable has a fundamental Frequency component and pereeivable pitch. To the bstener some sllables appear to have @ steady pllsh, some slight pitch Tmovement, 42d some, which we labeled ton sylabes in the previous chapter, have a marked pick movement, So far we have gored relative pitch level und concentrated on pitch movement, ‘but twill be evident from ihe brees isening tothe tape it all the syllables before the yoni are rot atlered ona monotone In ae, wwe discover marked variations inthe pic of a speaker's voce in ‘ery short stretches, The teacher in Transsrpa A varies from 90

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